This paper considers the professional responsibility of schools in England to provide effective induction practices in the context of a central government mandated policy. It looks at individual schools as "habitats" for induction and the role of school leaders and LEAs as facilitators or inhibitors. Notions of professional responsibility and…

Examines the preeminence of research in higher education. Reviews the modern university's history. Suggests that as most academics desire recognition, funding bodies are besieged by people seeking money for research. Argues that university staff members should be expected to contribute to, and should be evaluated for, teaching, research,…

Examines the claim that the National Curriculum provides educational entitlement to all 5- through 16-year-old students in England and Wales. Argues that the curriculum counters efforts to battle racial inequality. Suggests that Labour Party policies would do little better. Highlights elements of an alternative plan that could help promote…

Examines three U.S. versions of multicultural education: (1) cultural understanding (teaching to promote appreciation of ethnic differences); (2) cultural competence (bilingual education); and (3) cultural emancipation (inclusion of minority culture in the curriculum). Argues that differences among the approaches have implications for race…

Discusses the proper balance between theory and practice in the professional preparation of teachers. Contents that the argument between educational theory and school-based practice is based mistakenly on the premise that practical training is opposed to theory. Concludes that teacher education must be based on the moral and evaluative…

Asserts that, among the many disadvantages suffered by children cared for by public agencies, low educational achievement has the most serious consequences for their future life chances. Reports that research findings on young people previously in care confirm that education is crucially important for the quality of their adult life. (CFR)

Reports that the debate over class size in schools has become more heated in recent years. Examines recent research and attempts to answer three questions regarding class size and academic achievement. Concludes that there is a link between the 2, but only in the early years and only with classes smaller than 20 students. (CFR)

Asserts that the debate about competency-based teacher education is in its early stages and is hampered by lack of conceptual clarity. Discusses the importance of considering competence within a framework that includes higher order thinking. Describes competence as a state where behavior, cognition, and feeling are balanced. (CFR)

Examines the use of rational planning techniques in five English elementary schools. Discusses the decision-making processes used to determine the employment and remuneration of teachers. Finds that the decree of control over decision making was related closely to the extent to which decisions would contribute to solutions of other school…

Discusses the history of Asian universities, their position today, and what the transitions represent for the future. Describes the major debate in the past as concerning the preservation of traditional cultural values while becoming modern institutions. Argues that Asian universities need to recognize the great relevance of traditions to social…

Analyses the effect of religious schools on the moral education of English secondary school students. Derives four scales to measure students' general religious attitudes, specific Catholic beliefs, specific Jewish beliefs, and secular morality. Concludes that religious schools produce stronger, more uniform attitudes toward religion and morality…

Describes the views of A. S. Neill on democracy in school administration. Explains the reasoning behind Neill's arrangement of community-based decision making. Questions how democratic England's Summerhill School was in view of Neill's authority. Suggests giving children the right to participate in community government as an educationally…

Asserts that Europe is moving closer to political unity and the Single European Act will promote the professional mobility of teachers. Discusses attempts to introduce innovative models of teacher education likely to lead to greater equality within the teaching profession. (CFR)

Asserts that many aspects of teaching are imbued with uncertainty. Suggests that teacher educators should introduce their students to the myriad uncertainties they will face in their work and encourage them to view them as an essential driving force in teaching. (CFR)

Asserts that educators hold particular views about the nature of learning and its relationship to student assessment. Argues that educational objectives of education for meaning and life-long learning are unlikely to be achieved unless student assessment reflects the same theoretical principles. (CFR)