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…

Discusses ways to promote a European curriculum against two political tendencies: (1) attacks on "Eurocentrism"; and (2) the ongoing educational cooperation among European nations. Provides three as guidelines for future development: (1) critical attitude; (2) curricular pluralism; and (3) free discussion and human rights. (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)

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…