Thanks largely to the work of Kabat-Zinn and associates applications of mindfulness-based practices have grown exponentially over the last decade or so, particularly in the fields of education, psychology, psychotherapy and mind-body health. Having its origins in Buddhist traditions, the more recent secular and therapeutic applications of the…

Schooling and school management can play an important part in promoting inclusive forms of national attachment, intercultural dialogue and reflexive engagements with the "Unfamiliar". The (inter) personal benefits of intercultural experiences and skills are widely acknowledged. But can we really learn to be intercultural? And what are…

Short-term forecasting methods for assessing the number of students finishing schooling in France, Germany, Ireland, the Netherlands, and the United Kingdom are reviewed. Types of data that are available for each country are discussed, as well as suggestions for data that need to be collected for more efficient forecasting. (Author/IS)

Employs a multiple research methodology to investigate and compare the time perceptions of university teachers from the United Kingdom and Nigeria. Both groups seriously miscalculated time spent on various activities. Reveals remarkable similarities regarding the actual activities and the degrees of estimation. (MJP)

Presents a study that compared examiners' judgments of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. Suggests that examiners may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgments. (CMK)

Surveys how British primary schools group their students for different school subjects, such as according to class ability or mixed ability grouping. Finds that most schools used the class ability groupings, either in mixed or ability groupings. Includes references. (CMK)

Evaluates how the change in educational philosophy from progressive education to traditional methods in the United Kingdom influenced teachers' attitudes toward classroom practice by replicating a study undertaken in 1982. Reports that the findings demonstrate a significant shift towards traditional teaching styles between 1982 and 1996. (Contains…