Argues that collaboration between community college continuing education staff and campus-based credit staff will better meet the community's learning needs. Offers examples of collaboration in noncredit programing, outreach, community services, and occupational learning systems. (DMM)

Discussion of school violence and student misbehavior reviews research showing that violent and unsafe student behaviors are the outcome of a predictable chain of events that begins with academic failure. The paper urges a greater emphasis on effective academic instruction in any efforts to prevent school violence and improve school safety.…

Inclusion of the humanities (literature, languages, philosophy, and history) in the educational experiences of gifted students is recommended. The role of the teacher is paramount in developing a humanities curriculum for the gifted. Curriculum choices are often based on identifying an observed talent or interest and offering the student more of…

Outlines the similarities and differences between traditional degree programs and industrial training programs and offers suggestions for colleges initiating industrial training efforts, covering areas such as administrative responses, the target group, internal communication, faculty, instructional implications, program delivery, finances,…

Program review must transcend preoccupation with the past and become an integral part of planning for the future. Linking academic program reviews closely with formal institutional planning processes will benefit both. Academic planning, institutional practice, and obstacles are discussed. (MLW)

Academic Preparation for College, a document issued by the College Board and geared to telling students, parents, teachers, and administrators what high school students need to know and be able to do to succeed in college today, is described. Suggestions for trustees as shapers of policy are provided. (MLW)

Makes a statement about cooperative education that considers the special realities of liberal arts majors, and suggests strategies for cooperative education that go beyond traditional practices to meet the needs of liberal arts majors. (JOW)

A successful review of program quality, it is suggested, requires a clear understanding by all participants of what is meant by "quality." Academic quality is defined. Much of the confusion about assessing program quality results from an inability or unwillingness to try to determine exactly what is to be assessed. (MLW)

Discusses the general education role assigned by many institutions to foreign language departments and the difficulties that these have encountered in adjusting their course offerings and their goals to such role. Expresses the belief that the foreign language classroom is the ideal environment to teach the value of language as a heuristic device.…

Nongovernmental accreditation of institutions and programs, a uniquely American process, is discussed. Institutions are shown to bear a large responsibility for making accreditation work as a major tool for improvement. The accreditation process, specialized accreditation, and future developments are described. (Author/LB)

What is considered legitimate learning is culturally and contextually specific, depending on what values are involved. Different values are engaged depending on whether legitimate learning is considered transformation of the individual in relation to self, in relation to society, or in relation to the workplace. (SK)

This article addresses the importance of academic instruction in addition to traditional social and behavioral interventions with students having emotional and behavioral disorders. Literacy instruction is discussed from the constructivist view and literacy assessment and intervention are compared and contrasted with constructivist and behavioral…

In Oklahoma, specialists in mathematics and communications show vocational teachers how to emphasize academic content within their technical area. The program maintains a balance between theoretical and practical teaching so that graduates are prepared for the working world. (JOW)

Presents education theory from a metatheoretical viewpoint based on a 1980-87 study of the cultures of academic disciplines (involving American and British academics). Two dimensions are discussed, one running from generality to particularity and one from simplicity to complexity. Interrelationships between the dimensions and implications for…

Because schools are staggering under responsibilities abdicated by family, community, church, and industry, they are failing to educate. Two schools are necessary: the academic school, with instruction devoted exclusively to the arts and sciences; and an afterhours parallel school providing sports and extracurricular activities, social services,…