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…

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)

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)

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,…

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 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)

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…