Resources in Education 2001-01: Vol 36 Iss 1

385 Pages·140.9 MB·English

bite, s _b.a g oe - ISSN 0098-0897
January 2001 es VOLUME 36/NUMBER 1
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RESOURCES IN EDUCATION
ED 442 923 — 443 941
®
EDUCATIONAL RESOURCES ERIC INFORMATION CENTER
National Library of Education.
Office of Educational Research and Improvement
U.S. DEPARTMENT OF EDUCATION

RESOURCES IN
EDUCATION
ED 442 923 — 443 941
January 2001
Volume 36/Number 1
TABLE OF CONTENTS
Introductory Pages
e Library of Congress Cataloging-in-Publication (CIP) Data for RIE
e Introduction
e Selected Acronyms Used in RIE (with Definitions)
e Sample Document Resume (with Callouts)
Document Descriptions/Resumes
indexes to Document Descriptions/Resumes
Subject Index (Major Descriptors and Identifiers)
Author Index (Including Editors and Compilers)
Institution/Sponsoring Agency Index
Publication Type Index
Clearinghouse Number to ED Number Cross-Reference Index
Appended Pages
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Submitting Documents to ERIC
Where to Send Documents
Reproduction Release (Form for Submitting Documents to ERIC)
ERIC Price Codes (Showing Equivalent Prices)
How to Order
— Resources in Education (RIE) from the U.S. Government Printing Office (GPO)
— ERIC Documents from the ERIC Document Reproduction Service (EDRS)
—— ERIC Bibliographic Database in Electronic Form (ERIC Processing and Reference Facility)
ACCESS ERIC (ERIC’s Outreach Arm)
Major Vendors of ERIC Online Services and CD-ROM Products
ERIC Network Components (Addresses and Telephone Numbers)
®
EDUCATIONAL RESOURCES |E RIC INFORMATION CENTER
Resources in Education (RIE) is processed for printing by Computer Sciences Corporation, under contract with the U.S. Department of
Education, Office of Educational Research and Improvement (OERI), and is published monthly by the U.S. Government Printing Office (GPO)
with printing funds approved by the Office of Management and Budget. The contents of RIE do not necessarily reflect official OERI policy.
RIE is available on subscription (12 issues/year), or as individual issues, from Superintendent of Documents, U.S. Government Printing
Office (GPO), Washington, D.C. 20402. Inquiries regarding prices should be directed to the Superintendent of Documents.
Library of Congress
Cataloging in Publication
Resources in Education
U.S. Department of Education, Office of Educational Research and Improvement,
National Library of Education, Educational Resources Information Center, Washington, D.C.;
Supt. of Docs. U.S. GPO., ;distributor,
v.; 28 cm.
Monthly
Resources in Education began with: Vol. 10, no. 1 (Jan. 1975); continues Research in Education.
Volumes for:
Nov. 1966-Dec. 1972 issued by Dept. of Health, Education, and Welfare, Office of Education;
Jan. 1973-Apr. 1980 by Dept. of Health, Education, and Welfare, National Institute of Education;
May 1980-Gct. 1985 by U.S. Dept. of Education, National Institute of Education;
Nov. 1985- by U.S. Dept. of Education, Office of Educational Research and Improvement,
National Library of Education.
Indexes:
Cumulative indexes published semiannually; 1980-1981, one semiannual index issued for Jan.-June;
discontinued after July — Dec. 1994.
Supt. of Docs. classif. no.: ED 1.310; (formerly HE 19.210)
GPO: Item 466-A; order no. 765-003-00000-8
Also available from ERIC as part of a computer file, and as incorporated by vendors in various online
and CD-ROM products.
ISBN-0-16-012670-3
ISSN 0098-0897 = Resources in Education
ISSN 0034-5229 = Research in Education
1. Education—Research—Bibliography—Periodicals. 2. Education—Bibliography—Periodicals.
I. United States. Office of Educational Research and Improvement. II. National Institute of
Education (U.S.) _ III. Educational Resources Information Center (U.S.)
{DNLM: 1. Education—abstracts. 2. Education—indexes. 3. Research
Support—directories. Z5811 R432,
Z5813.R4 016.370°78 75-644211
(LB1028; AACR2 MARC-S
Library of Congress 76;8805r83jrev2
introduction
Resources in Education (RIE) — A monthly abstract journal announcing recent document literature
related to the field of education, permitting the early identification and acquisition of documents of interest
to the educational community.
Sponsor: Educational Resources Information Center (ERIC)
National Library of Education (NLE)
Office of Educational Research and Improvement (OERI)
U.S. Department of Education
400 Maryland Avenue, S.W., FOB 6, 4" Floor, 4W316
Washington, DC 20202
ERIC is a nationwide information network for acquiring, selecting, abstracting, indexing, storing,
retrieving, and disseminating significant and timely education-related documents and journal articles. It
consists of a coordinating staff in Washington, D.C. and 16 Clearinghouses located at universities or with
professional organizations across the country. These Clearinghouses, each responsible for a particular
educational subject area, are an integral part of the ERIC system. The Clearinghouses are listed on the
inside back cover.
Organization of Journal:
Resources in Education is made up of resumes and indexes. The resumes provide
descriptions of each document and abstracts of their content. Resumes appear in a “Document
Section” and are numbered sequentially by an accession number beginning with a prefix ED
(ERIC Document). The indexes appear in an “Index Section” and provide access to the Resumes
by Subject, Personal Author, Institution, and Publication Type.
Availability of Documents:
The documents cited in Resources in Education, except as noted, are available from the ERIC
Document Reproduction Service (EDRS), in both microfiche (MF) and paper copy (PC), or
microfiche only. Availability in microfiche only may be determined by the source, for proprietary
or copyright reasons, or by ERIC for reasons related to legibility and reproducibility. The price per
document is based on the number of pages and is subject to change over time. An ERIC Price
Code Schedule permits the user to convert all price codes to actual dollar amounts. Current price
information for paper copy and microfiche is to be found in the section entitled “How to Order
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additional information, see Submitting Documents to ERIC at the back of this issue
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The U.S Government Printing Office (GPO) prints RIE and functions as its subscription agent.
Detailed subscription information appears on the page in the back of RIE entitled “How to Order
Resources in Education’.
Selected Acronyms
Clearinghouse
Current Index to Journals in Education (CIJE)
Compiler
Editor
Accession Number Prefix (ERIC Document)
Department of Education
ERIC Document Reproduction Service
Accession Number Prefix (ERIC Journal Article)
Educational Resources Information Center
Government Printing Office
Microfiche
National Library of Education
Office of Educational Research and Improvement
Paper Copy
Resources in Education (RIE)
Scope Note
Used For
DOCUMENT SECTION
Ready Reference #3
Revised August 2000
Sample Document Resume
(for Resources in Education)
ERIC Accession Number —
identification number sequentially Clearinghouse Accession
assigned to documents as they are i Number
processed.
ED 654 321 CE 123 456
Author(s) 4 Butler, Kathleen Smith, B. James
Title ——_ Career Planning for Women.
Institution — (Organization AIO > Central Univ., Chicago, IL. Sponsoring Agency — agency
document originated.) Spons Agency—Office of Educational Researc — responsible for initiating, funding,
and Improvement (ED), Washington, DC. and managing the research project.
Report No—ISBN-0-3333-5568-1; OERI-2000-34
Date Published Pub Date—2000-05-00 Report Number — assigned by
Contract or Grant Number ——__ Contract—R1900000 originator.
Note—30p.; An abridged version of this report was +
presented at the National Conference on Educational Descriptive Note (pagination first).
Language of Document — documents Opportunities for Women (9th,
written entirely in English are not Chicago, IL, May 14-16, 1999).
designated, although “English” is carried Available from—Campus Bookstore, 122 <4 Alternate source for obtaining
in their computerized records. College Avenue, Chicago, IL 60690 ($5.95). document
neti, Language—English, Spanish
Publication Type — broad categories Journal Cit—Women Today; v13 n3 p1-14 Jan 2000 <—— Journal Citation
indicating the form or organization of the PubType—Reports—Descriptive
document, as contrasted to its subject (141)—Tests/Questionnaires (160) Descriptors — subject terms found
matter. The category name is followed by EDRS Price—MF01/PC02 Plus Postage. a in the Thesaurus of ERIC
the category code. Descriptors—Career Guidance, *Career Descriptors that characterize
Planning, *Demand Occupations, *Employed substantive content. Only the major
ERIC Document Reproduction Service Women, *Employment Opportunities, Females, terms (preceded by an asterisk) are
(EDRS) Availability — ”MF” means Labor Force, Labor Market, Postsecondary printed in the Subject Index.
microfiche; “PC” means reproduced Education
paper copy. When described as Identifiers—Consortium of States, *National <————— Identifiers — additional identifying
“Document Not Available from EDRS,” Occupational Competency Testing Institute terms not found in the Thesaurus.
alternate sources are cited above. Prices Women's opportunities for employment will be Only the major terms (preceded by
are subject to change; for latest price directly related to their level of skill and experience an asterisk) are printed in the
code schedule see section on “How to and also to the labor market demands through the Subject Index.
Order ERIC Documents,” 'n the most remainder of the decade. The number of workers
recent issue of RIE. needed for all major occupational categories is
expected to increase by about one-fifth between 2000 <4—— informative Abstract
and 2007, but the growth rate will vary by
occupational group. Professional and technical
workers are expected to have the highest predicted
rate (39 percent), followed by service workers (35
percent), clerical workers (26 percent), sales workers
(24 percent), craft workers and supervisors (20
percent), managers and administrators (15 percent),
and operatives (11 percent). This publication
contains a brief discussion and employment
information (in English and in Spanish) concerning
occupations for professional and technical workers,
managers and administrators, skilled trades, sales
workers, clerical workers, and service workers. In
order for women to take advantage of increased labor
market demands, employer attitudes toward working
women need to change and women must: (1) receive
betier career planning and counseling, (2) change
their career aspirations, and (3) fully utilize the
sources of legal piotection and assistance that are
available to them. (Contains 45 references.) (SB) <4 Abstractor’s Initials
Document Resumes
The document resumes in this section are arranged in numerical order by ED number, and also
alphanumerically by Clearinghouse prefix and Clearinghouse accession number.
As explained in the Introduction, each Clearinghouse focuses on a specific aspeci of education. The
reader who is interested in one of these major aspects (e.g., Reading) may, however, find pertinent
resumes among the entries of virtually any Clearinghouse, dependent on the orientation of the docu-
ment. For this reason, it is important to consult the Subject index if a comprehensive search is desired.
The following is a list of Clearinghouse prefixes and names, together with the page on which each
Clearinghouse’s entries begin:
AA -— ERIC Processing and Reference Facility JC — Community Colleges
CE — Adult, Career, and Vocational Education PS — Elementary & Early Childhood Education ....113
CG — Counseling and Student Services RC — Rural Education and Small Schools
CS — Reading, English, and Communication SE — Science, Mathematics, & Environmental
EA — Educational Management Education
EC - Disabilities and Gifted Education so
EF — Educational Facilities SP — Teaching and Teacher Education
FL — Languages and Linguistics TM — Assessment and Evaluation
HE — Higher Education. ............. WEP ee? 74 UD — Urban Education
IR —Information & Technology
of the ERIC database contains data fields in addi- ships. The report offers the following four conclu-
AA tion to those appearing in the printed journal, e.g., sions: (1) all countries will feel the impact of these
geographic source, target audience, etc. (CRW/ changes; (2) older, more mature economies with
WTB) skilled workers may resist change and suffer from a
mismatch betweea skills and needs, and so need to
stress education and training and make them more
ED 442 923 AA 001 324 CE widely available in order to maintain employability
Resources in Education (RIE). Volume 36, and productivity over a lifetime; (3) in developing
Number 1. countries, more workers need to be educated so that
Computer Sciences Corp., Lanham, MD.; Educa- they are not forced into unemployment, and young
tional Resources Information Center (ED), ED 442 924 CE 080 051 workers are most likely to benefit from training pro-
Washington, DC.; ERIC Processing and Refer- Training for Employment: Social Inclusion, grams undertaken in a well-established institutional
ence Facility, Lanham, MD. Productivity, and Youth Employment. Hu- context; and (4) in all countries, major structural
Spons Agency—Office of Educational Research man Resources Training and Development: reforms are needed to adapt training continuously
and Improvement (ED), Washington, DC. Vocational Guidance and Vocational Train- to the changing nature and dynamics of labor mar-
Report No.—ISSN-0098-0897 ing. Report V. International Labour Confer- kets and to improve access to training for everybody
Pub Date—2001-01-00 ence (88th Session, 2000). Fifth Item on the throughout life. The report raises points for discus-
Contract—ED-00-CO-0016 Agenda. sion of the role of human resources development in
Available from—Superintendent of Documents, International Labour Office, Geneva (Switzer- all types of economies. (KC)
U.S. Government Printing Office, Washington, land).
DC 20402. On annual subscription, $78 (Do- Report No.—ISBN-92-2-111513-5; ISSN-0074- ED 442 925 CE 080 165
mestic), $97.50 (Foreign). The ERIC database 6681 Horsman, Jenny
in electronic form can be purchased from the Pub Date—2000-04-00
ERIC Facility: [email protected] Note—65p. Too Scared To Learn: Women, Violence, and
Education.
Journal Cit—Resources in Education; v36 nl Jan Available from—International Labour Office Pub-
Spons Agency—National Literacy Secretariat, Ot-
2001 lications, 1828 L Street NW, Washington, DC
Pub Type— Reference Materials - Bibliographies 20036 ($11.25) tawa (Ontario).
Report No.—ISBN-0-9698064-8-5
(131) — Collected Works - Serials (022) Pub Type— Collected Works - Proceedings (021) —
EDRS Price - MF03 Plus Postage. PC Not Opinion Papers (120) — Reports - Descriptive Pub Date—1999-00-00
Available from EDRS. (141) Note—323p.
Descriptors—*Abstracts, Catalogs, Education, EDRS Price —- MFO1 Plus Postage. PC Not Available from—McGilligan Books, P.O. Box
*Educational Resources, *Indexes, Resource Available from EDRS. 16024, 859 Dundas Street West, Toronto, ON,
Materials Descriptors—Access to Education, Developed Canada M6J 1WO. Tel: [phone]; e-mail:
Identifiers—*Resources in Education Nations, Developing Nations, *Economic De- mcgilbks @idirect.com.
“Resources in Education” (RIE) is a monthly velopment, Education Work Relationship, *Ed- Pub Type— Books (010) — Opinion Papers (120)
abstract journal that announces (catalogs, indexes, ucational Needs, Foreign Countries, *Futures — Reports - Descriptive (141)
abstracts) documents of interest to the educational (of Society), Global Approach, Human Capi- Document Not Available from EDRS.
community (including researchers, teachers, stu- tal, Human Resources, Job Development, Job Descriptors—Adult Education, Adult Literacy,
dents, school board members, school administra- Skills, Job Training, *Labor Force Develop- Adult Students, Anxiety, *Battered Women,
tors, counselors, parents, etc.). Each issue ment, *Labor Needs, *Lifelong Learning, Post- Child Abuse, *Classroom Techniques, Counsel-
announces approximately 1000 documents and pro- secondary Education, Secondary Education, ing, Developed Nations, Educational Change,
vides indexes by Subject, Personal Author, Institu- Vocational Education *Family Violence, *Fear, *Females, Foreign
tion, Publication Type, and ERIC Clearinghouse This report examines the human resources devel- Countries, *Literacy Education, Neurosis,
Number. This special Computer Output Microfiche opment and training dimensions of the gradual, but Teaching Methods
(COM) edition is prepared directly from the ERIC inexorable, shift towards knowledge-, skill-, and Identifiers—Canada
database prior to publication of the printed journal service-based economies and societies, and the stu- Based on research with literacy learners, instruc-
and therefore is lacking the cover and other regular pendous growth of the information and communica- tors, and practicing therapists, this book re-exam-
introductory and advertising matter contained in the tions technology sectors. Its four chapters explore ines learning through a lens focused on the
printed journal. The COM edition contains all five the following: (1) globalization, technological prevalence of and effects of violence in women's
of the indexes in the printed edition. The first acces- change, and new organizations, including the devel- lives. Section 1, “Canaries in the Mine,” highlights
sion in each issue of RIE is the issue itself. In this opment of new skills and competencies; (2) training a shitt away from seeing those who have experi-
way, the monthly microfiche collection for each for improved competitiveness, employability, and enced violence as damaged and towards recogniz-
issue is immediately preceded by a microfiche shared prosperity; (3) youth employment and train- ing their warning that current levels of violence are
index to that collection. This prac‘ice began with ing; and (4) training policy and system change, not healthy. Chapters 1-3 provide information on
the RIE issue for May 1979. The electronic version including governance, dialogue, and new partner- the research, place the stance of the book as
RIE JAN 2001
FA Document Resumes
“beyond deficit thinking,” provide theoretical back- ED 442 927 CE 080 224 the employability of workers. However, reforms of
ground to support questioning common framings of Brown, Tony, Ed. the education and training systems in Central and
violence, and introduce many forms of violence and Lifelong Learning: Making It Work. An Adult Eastern European countries since the early 1990s
the ways they can affect education to support an Learning Australia Discussion Paper. have frequently focused on institutions and pro-
insistence that trauma in education, particularly in Adult Learning Australia, Inc., Jamison. grams belonging to the initial education and train-
adult literacy settings, be recognized. Chapters 4-6 Report No.—iSBN-0-949145-23-8 ing area and on mainstream developments and
in Section 2, “Learning in the Context of Trauma,” Pub Date—2000-04-00 students. All-embracing economic and social
explore complex ways in which the aftermath of Note—44p. changes require new concepts and frameworks and
violence might be present in the classroom and sug- Available from—For ffull text: — http:// a newly defined cooperation of key stakeholders in
gest approaches to enhance learning for all learners. www.ala.asn.au/Iil/MakingItWork.pdf. the system—needs not too different from those in
Chapters 7-8 in Section 3, “Bearing Witness,” Pub iiype— Collected Works - Proceedings (021) Western Europe, even if reform needs are much
explore: (1) various ways of creating connections EDRS Price - MF01/PC02 Plus Postage. more basic. (The report is based on individual coun-
between literacy and counseling that support cur- Descriptors—Adult Education, Adult Learning, try reports produced by national experts from Alba-
rent and new program :nodels; and (2) the experi- Developed Nations, *Educational Change, *Ed- nia, Bulgaria, the Czech Republic, Estonia, the
ence of bearing witness and the burden it places on ucational Finance, Educational Policy, Foreign former Yugoslav Republic of Macedonia, Hungary,
educators, arguing for recognition and support. Countries, *Lifelong Learning, *I olicy Forma- Latvia, Lithuania, Poland, Romania, the Slovak
Chapter 9 in Section 4, “Pulling It All Together,” tion, *Public Policy Republic, and Slovenia. Executive summaries of
confirms the changes needed in education and soci- Identifiers—Australia, Germaay, Singapore, Unit- these country reports are included.) (KC)
ety and stresses the urgency with which policymak- ed Kingdom, United States
ers and educators must instigate change. (Contains This discussion paper is from the Adult Learners ED 442 929 CE 080 297
170 sources.) (YLB) Week National Seminar on Lifelong Learning Pol- van Leeuwen, Fred, Ed.
icy (Canberra, Australia, September 1999) that Vocational Education and Training.
ED 442 926 CE 080 169 identified a number of ideas about how to foster Education International, Brussels (Belgium)
Steinberg, Adria Cushman, Kathleen Riordan, Rob- national policy development on lifelong learning. It Report No.—ISSN-1027-2143
eSrcth Gouoildien g tof oRr igtoher ouRsea !a nWdo rRledl:e vaTnhte LEessaernntiinagl. cpN(ooaTnltosiinicoysyn t asBlw irtohoLw fina f)e, ltl ihosrtnae gneo fi Lqnseuteaercrsotntidiiounnocsngt.si oPnto oPl aitfrocto y cl uisf1f o erfl cuotonAungurt seat lirendaaislrs incaiu?n“s”-gA APNvuoabti el—Da3bal3tepe .—;2 f0r0P0oub-ml0—i3Fs-oh0re0d qfuualrlt erltyex.t : http://www.ei-
ie.org/pub/english/epbmag-03-00.pdf.
The Jossey-Bass Education Series. sion; two discussion starters, “Is Lifelong Learning
Report No.—ISBN-0-7879-5041-6 Critical, Desirable, or Just a Good Idea?” (Philip C. Jou2r0n0a!0 Cit—Education International; v6 nl Mar
Pub Date—1999-00-00 CEaduncdayt)i oann da n“d A TrVaiisniionng ”f or( Mtohier aF uStcuorlel ayo)f, Aeuasctrha lwiiatnh Pub Type— Collected Works - Serials (022)
Note—105p.; Foreword by Theodore R. Sizer. a list of questions to focus future discussions; and EDRS Price —- MF01/PC02 Pius Postage.
Available from—Jossey-Bass Inc., 350 Sansome “Discussion and Recommendations of the Seminar Descriptors—Access to Education, Adult Educa-
Street, San Francisco, CA 94104; Tel: 888- Working Groups.” Part 2 provides these examples tion, Aging (Individuals), Developed Nations,
378-2537; Fax: [phone] (Toll Free); Web of statements on lifelong learning from Australia Developing Nations, *Educational Change, Ed-
site: http://www.josseybass.com. and around the world: “Key Issues and Characteris- ucational Finance, Educational Quality, For-
tics of Lifelong Learning” (National Board of eign Countries, Global Approach, *Job
Pub Type— Books (010) — Guides - Non-Class- Employment, Education, and Training, Australia); Training, Lifelong Learning, Postsecondary Ed-
room (055) “Five Key Dimensions of Lifelong Learning in a ucation, Retirement, Secondary Education,
Document Not Available from EDRS. Learning Society” (Peter Kearns); “Why We Need *Unions, *Vocational Education, *Womens Ed-
Descriptors—Academic Standards, Benchmark- Lifelong Learning” (Australian National Training ucation
ing, Career Education, Change Strategies, Authority [ANTA]); “The Attributes of a Lifelong This issue of the quarterly Education Interna-
Check Lists, Context Effect, Cooperative Plan- Learning Policy Framework” (ANTA); “Litelong tional focuses on vocational education and training
ning, Curriculum Development, *Education Learning for All” (Donald J. Johnston); “Aims and (VET). The editorial, “Education and the Wealth of
Work Relationship, Educational Change, Edu- Ambitions for Lifelong Learning” (G8 Summit Nations” (Fred van Leeuwen), focuses on provision
cational Cooperation, Educational Needs, Edu- Koln Charter, Germany); “The Learning Age: of quality education for all. “Education Interna-
cational Objectives, Educational Practices, Towards a Europe of Knowledge” (Paul Belanger); tional's (EI's) First Joint Worldwide Action on Edu-
Educational Resources, Experiential Learning, “Learning to Succeed: A New Framework for Post- cation Issues” (Elie Jouen) describes the Global
Guidelines, Independent Study, *Integrated 16 Learning” (United Kingdom policy document Campaign for Education. “Beijing: Five Years
Curricu!uin, Learning Activities, National Or- summary); “Lifelong Learning Summit” (Al Gore); Later” (Marta Scarpato) puts emphasis on the fol-
ganizations, *Relevance (Education), School and “Launch of Manpower 21 Plan” (Singapore lowing two major themes in the context of the
Business Relationship, Schoo! Community Re- government policy document). Part 3 has these upcoming revision of the objectives of the World
lationship, School Districts, Secondary Educa- appendixes: seminar program, seminar participants, Conference for Women (4th, Beijing, China, 1995):
tion, Student Projects, Systems Approach, and references. (Contains 31 references.) (YLB) rights of the girl child and problems encountered by
*Vocational Education, Work Experience Pro- women in Eastern European countries. “After Seat-
grams ED 442 928 CE 080 282 tle—What Next?” (Sheena Hanley) addresses the
Continuing Vocational Training [in Central need to pay more attention to building the social
Identifiers—Coalition of Essential Schools, Con- and Eastern Europe]. Volume 1. Cross dimension of the global economy. “And What
textualized Learning Environments Country Analysis. Report. About Retirement...” (Peter Dawson) looks at pen-
This book, which is intended to facilitate dia- European Training Foundation, Turin (Italy). sion plans worldwide and the impact of the growing
logue among educators, parents, students, and poli- Report No.—ISBN-92-9157-207-1 aging population. The section on VET contains
cymakers, provides practical approaches to Pub Date—1999-10-00 these 10 articles: “At the Heart of the Education
reforming secondary schooling to increase its rigor Note—75p. Reform Process” (Elie Jouen); “VET Worldwide”
and relevance to the “real world.” Chapter ! reviews Pub Type— Collected Works - General (020) — Re- (Ulf Fredriksson); “On the Agenda of the 88th
10 guiding principles of the Coalition of Essential ports - Evaluative (142) International Labour Conference”; “Life-Long
Schools and school-to-work movements and dis- EDRS Price - MF01/PC03 Plus Postage. Learning” (Bob Harris); “Finding a Dynamic Equi-
cusses the need to merge the visions of educational Descriptors—*Continuing Education, Delivery librium” (Yves Baunay); “Knowledge and Skills
rigor and relevance. Chapter 2 focuses on the fol- Systems, Developing Nations, Economic De- Will Fuse” (A. Parsuramen); “The ‘Dual’ German
lowing four interlocking strategies for opening velopment, *Educational Needs, Foreign Coun- Model” (Ursula Herdt); “Gabon: Education's
classrooms and schools and allowing students to try tries, *Job Training, Labor Force Development, Neglected Sector” (Emmanuel Obame Ondo);
different work and civic identities while preparing Postsecondary Education, *Vocational Educa- “Australia: A Case of Educational Convergence”
for college and careers: (1) involving external adult tion (Rex Hewett); “Honduras: Education System To
partners in young peoples’ learning experiences and Identifiers—*Europe (Central), *Europe (East) Get Complete Overhaul” (Gloria Marina Chin-
expanding students’ access to the adult world The current state of continuing vocational train- chilla); and “Child Labor” (Sheena Hanley). “Sierra
through field studies and community projects; (2) ing in Central and Eastern European countries and Leone: Reconstruction Must Begin in Each Area”
equipping students with the tools for independent its most important challenges were analyzed. The (Rosslyn Noonan) addresses the challenges facing
learning; (3) situating students in the world of work analysis found that the former continuing voca- the education system in the country. “Structural
through internships and other work-based learning; tional training systems in these areas were charac- Adjustment and Education Reforms: Ghana as a
and (4) supporting real-world learning by providing terized by generally low training levels and Case Study” (John Nyoagbe, Alfred Fumador, Ulf
contexts where students can reflect on the meaning interdependence among the state-owned enterprises Fredriksson) reports the importance of finding a
of their work. Chapter 3 examines structural strate- that financed and provided staff training. At way to finance education. “Chunkyojo: Transition
gies for achieving “whole-school” reform. Chapter present, the transitioning countries of Central from Opposition Group to Negotiating Union”
4 reviews the systemic side of reform and the pro- Europe are aware of the increased need for continu- (Wouter van der Schaaf) describes advances for the
cess of creating circles of community support. ing vocational training to accompany large-scale education union in South Korea. “Why a Website Is
Twenty-eight exhibits are included. Concluding the economic and social restructuring processes. Con- Not an Online Magazine” (Eric Lee) looks at trade
document is a list of resources for practitioners that tinuing vocational training is seen as a means to union Web sites as they enter their third generation.
includes 14 organizations, 54 publications, and 3 raise the competitiveness of companies in both “Aimee, the Teacher from Tahiti” (Samuel Gru-
videotapes. (MN) national and international markets and to increase miau) discusses a day in the life of at eacher. (YLB)
RIE JAN 2001