This issue describes promising research and development in the use of universal design principles to ensure curriculum access. It defines universal design and describes the differences between universal design and assistive technology. The activities of the Center for Applied Special Technology, the National Center to Improve the Tools of…

Analysis of discourses on communications and information technology in education reveals the notable omission of explicit reference to gender, despite existing research and theory. This view of technology also draws on masculinist ways of learning and student autonomy. These discourses narrow the opportunities offered by technological development.…

Data from a survey of 26 British training providers, 19 land-based colleges, 56 new workers in agriculture, and 29 employers revealed difficulties understanding the language of National Vocational Qualifications and Scottish Vocational Qualifications, concerns about their validity and reliability, and ambiguity surrounding their essential purpose.…

A student-centered learning model for a course on information systems project management consisted of individual study and group discussion with facilitator guidance. Data from session records, repertory grids, and a learning network diagram showed that interactive learning was more effective and students took responsibility, although some…

A teacher trainer in a British further education college reflected on her study of student teachers, concluding that the data were directly affected by personal, political, and procedural issues. Researchers must consider how to negotiate access to research subjects and reflect on their role and relationship with subjects and the institution. (SK)

The roles of both libraries and schools are changing in light of new technologies and public policies on lifelong learning. Cooperation in the provision of coordinated educational and public library services can help turn national policy into local practice, especially toward the goal of strengthening social cohesion. (SK)

Teachers working with parents of young children with learning difficulties must build relationships acknowledging parent expertise and form a cohesive approach to help the child learn. Individual education plans should reflect priorities and opinions of parents and specialists and recognize the value of nurturing interactions within families. (SK)

In the 1990s, the meaning of lifelong learning has shifted to focus on economic rather than social goals. Current policy issues in the development of a training/learning culture include competency-based training, demand-side responsibility for training, increased emphasis on learning in the workplace and the role of workplace trainers. (Contains…

Interviews with 14 professionals investigated whether and how they learned from mistakes, appropriate and inappropriate learning, and acceptance of personal responsibility. Gender differences were found: women tended to internalize blame and sought to make things right; men tended to externalize blame and sought to minimize fallout. (SK)

A study of British students in Years 6, 10, and 12 found that they base their understanding of careers and work on images from personal experience, adults, and the media. Career decisions are based on pragmatic, opportunistic factors, not well matched with supply and demand. A divergent, holistic approach to guidance should challenge their…

A British study of 12 white males in their last school year found their awareness of labor market conditions poor; they showed little evidence of consumerist behavior in choosing their post-16 path. Some aspects of secondary education were inadequate to prepare them for the labor market. (Contains 50 references.) (SK)

Observations and interviews of 100 British 14-16 year-olds were used to analyze their explanations of the benefits of lifelong learning. Five main discourses emerged: the importance of being educated, the usefulness of education, meritocracy (belief that more qualifications guarantee better jobs), competition, and avoidance of hard times. (SK)

Describes results of an integrated curriculum project in New Zealand that generated paradoxical results regarding student motivation and attitudes toward computer use during junior high school, where attitudes became less positive. Examines implications for the design and implementation of curriculum projects involving student use of computer…

Describes the development of the Mentor Teacher Model that trained middle school and high school mathematics teachers in New Jersey as mentor teachers in the effective use of computer-based technologies for teaching mathematics. Highlights include student-centered teaching methods; cooperative learning; problem-solving activities; and technology…

This study examined the presence, origins, contents, and purposes of Internet acceptable use policies in 100 selected K-12 schools. Discusses results of descriptive and qualitative analysis of an online survey and content analysis, including areas of liability, online behavior, system integrity, content quality, and consequences of violation of…