A 3-year study of 10 racially mixed schools implementing detracking shows how elite parents undermine the reforms by threatening flight, co-opting those educators who have power and authority, obtaining support of the "not-quite elite," and using bribes. (SK)

Criticizes computing and information technology curricula in "Higher Still" (proposed new Scottish upper secondary curricula). Argues that the proposals are outdated, inflexible, and inconsistent with current "5-14" curricula. Examines specified courses in information technology, higher computing studies, and information systems; suggests major…

Reviews the "Guidance Arrangements" consultation document issued with "Higher Still" (proposed new Scottish upper secondary curricula). Argues that the paper ignores the full implications for educational change in Higher Still and misses the opportunity for timely modernization of school guidance. Advocates a cross-curricular model of guidance…

Interview data from 30 third-year college students in Scotland suggest that students' strategies for reading expository text were primitive. There was some evidence of comprehension monitoring in that students recognized that their learning was slight but little evidence of strategies that could affect and advance comprehension. Contains 43…

From 1975 to 1990, staff development in Scottish secondary education changed from a relatively informal process, dependent upon the individual teacher's motivation, to a more collegial group undertaking and, finally, to a function of centralized management. Data from administrator interviews and the literature illuminate factors affecting this…

Traces policy trends in Scottish vocational education and training (VET) over the past 20 years. Describes the current institutional framework for VET, which focuses on employer-oriented "local enterprise companies." Suggests that the complexity and decentralization of the VET system impedes evolution of a coherent VET strategy and that employer…

Describes the development of a course at Bell College (Hamilton, Scotland) leading to teaching qualifications for college lecturers. Reviews theoretical and philosophical considerations related to teacher education in general, including technicism, reflective practice, and professional competence. Explores strategic issues for development of such…

Review of tracking research reveals a small number of well-designed studies with equivocal results. The Tennessee Class Size Study demonstrates convincingly that student achievement is better in smaller K-3 classes and the effect continues later in regular-sized classes. More randomized, controlled field trials such as this are needed. (SK)

Presents the results of an analysis of more than 800 articles associated with technology to determine whether valid research results exist to support the growing use of technology in education. Argues that the support given to technology in education is largely based on unfounded and anecdotal evidence. (Author/AEF)

Explores three different views of epistemology: Naive View (senses/mind), Piagetean (constructivist), and Wittgensteinian (culture). Examines the relationship between technology, learning, and knowing. Argues that technology will succeed in schools to the extent that it can stimulate the learner to construct relevant stories. (Author/AEF)

This survey of the research into user interface design and its impact on the development of hypermedia users' mental models discusses various design issues including the functionality of the system, system purpose, differences in user background, and system usability. (Author/AEF)

Integrated distributed learning environments (IDLEs) have emerged with the Internet and the World Wide Web. They are primarily based on a collaborative learning instructional paradigm rather than the self-instructional model of multimedia authoring systems. As such, they make extensive use of the asynchronous and synchronous collaborative tools…

Argues that technological skills and self-efficacy with computers are as fundamental to education as are English, math, and science. Examines the debate over educational technology, concluding that researchers stressing the short-term learning outcomes and cost effectiveness of technology are overlooking its long-term consequences. (PEN)

Compares reasons cited in 1970 and 1990 for faculty resistance to instructional technology (IT), reviews the literature, and presents data collected from an Internet survey. Concludes that simply providing access to technology is not enough, that faculty need training. (PEN)

Reviews problems with educational software and presents a framework for educational software design, focusing on topic selection, knowledge presentation (simplicity, presentation, program control, structure versus exploration, navigation), knowledge construction (multiple choice, tasks, case studies) and evaluation. (PEN)