Vision in Education (1998)

Page Contents

A      B      C      D      E      F      G      H      J      K      L      M      N      O      P      R      S      T      U      V      W      Y      Z

A

Adalbjarnardottir, S., & Selman, R. R. L. (1997). "I Feel I Have Received a New Vision": An Analysis of Teachers' Professional Development as They Work with Students on Interpersonal Issues. Teaching and Teacher Education v13 n4 p409-28 May 1997. Describes a developmental framework constructed to portray different ways teachers express their vision of fostering elementary students' interpersonal competence and skills in classrooms. Presents a case study and details four developmental awareness dimensions that can help in studying how teachers view their roles when working with students on interpersonal issues. (SM) Report/ISSN: ISSN-0742-051X EJ549922

Amatea, E. S., & Others, A. (1996). Creating School Change: Discovering a Choice of Lenses for the School Administrator. Journal of Educational Administration v34 n3 p49-64 1996. Proposes a variety of epistemological lenses for viewing the school change process for school administrators' use. Applies these lenses in an actual case study depicting school change, illustrating how administrators can shift focus, position, and mode of inquiry from their usual rational viewpoint. Analyzes implications of using such lenses for administrative practice and training. (24 references) (MLH) Report/ISSN: ISSN-0957-8234 EJ529291

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Barth, R. S. (1993). Coming to a Vision. Journal of Staff Development v14 n1 p6-11 Win 1993. Considers the different routes, and the advantages and disadvantages of each, that a school can take in developing its own vision or mission. Presents numerous questions surrounding issues such as what school visions are, their importance, and considerations in their development. Three examples of school vision statements are presented. (GLR) UMI Report/ISSN: ISSN-0276-928X EJ466182

Beach, R. H. (1993). Emerging Perspectives on Planning and Change Processes. Journal of School Leadership v3 n6 p646-65 Nov 1993. During the past 50 years, educational planning has evolved into a recognized, somewhat esoteric field of study. The four major planning models are rationalism (comprehensive and bounded), incrementalism (or muddling through), mixed or environmental scanning, and goal-free (developmental) planning. Sound educational planning is people-oriented and incorporates elements of all four models. (Contains 60 references.) (MLH) UMI Report/ISSN: ISSN-1052-6846 EJ472531

Beane, J. A. (1995). Curriculum Integration and the Disciplines of Knowledge. Phi Delta Kappan v76 n8 p616-22 Apr 1995. Curriculum integration, in theory and practice, transcends subject-area and disciplinary identifications without abandoning them. The goal is integrative activities that use knowledge (to pursue new meanings) without regard for subject or discipline lines. As boundaries disappear, curriculum integration may engage knowledge not easily ascribed to particular disciplines. (26 references) (MLH) UMI Report/ISSN: ISSN-0031-7217 EJ501262

Bers, L. M., & Sloan, C. C. S. (1989). School Reform Issues: Do Illinois School District Constituencies Share the Vision? Planning and Changing v20 n1 p3-14 1989. Analyzes possible differences in the attitudes of citizens, school board members, and selected community leaders toward (1) the board of education's role and function; (2) educational reform proposals; and (3) current educational issues in eight Illinois communities. Demographic characteristics did not influence each group's perceptions of reform proposals and issues. Includes 13 references. (MLH) UMI EJ398889

Betteth, D. G., & Others, A. (1988). Restructuring Schools; Reform: For Everyone?; Restructuring Teaching; Tower of Babel or Shared Vision? Teaching Exceptional Children v21 n1 p44-51 Fall 1988. Four brief articles examine the implications of restructuring, a central element in the school reform movement, for special education. Major areas of focus include curriculum, organization, and school governance, academic standards, discipline, accountability, restructuring the teaching profession, and the relationship between special and regular education. (DB) UMI EJ378832

Bjork, L. G., & Ginsberg, R. (1995). Principles of Reform and Reforming Principal Training: A Theoretical Perspective. Educational Administration Quarterly v31 n1 p11-37 Feb 1995. Examines reform debates in educational administration training programs using a theoretical framework derived from Thomas Kuhn's notion of paradigm. Most administrator training programs in the United States are characterized as hybrid/preparadigm departments unlikely to undertake fundamental changes. Using a collaborative school leadership program as an example, argues that true restructuring is more likely in developing or emerging educational administration departments. (MLH) UMI Report/ISSN: ISSN-0013-161X EJ499068

Boyd, W. L. (1992). The Power of Paradigms: Reconceptualizing Educational Policy and Management. Educational Administration Quarterly v28 n4 p504-28 Nov 1992. Since 1980, most English-speaking nations have experienced a sea change in how people think about educational policy and school management. This article argues for scrutinizing both paradigms or theories influencing our thinking and consequences of built-in biases. Drawing on the British and U.S. experience, the article examines dramatic educational policy and management shifts directed by economic and outcome-oriented models. (MLH) UMI Report/ISSN: ISSN-0013-161X EJ451466

Brandwein, P. F. (1992). Science Talent: The Play of Exemplar and Paradigm in the Science Education of Science-Prone Young. Science Education v76 n2 p121-39 Apr 1992. Science-prone students are both academically gifted and display a driving interest in science. Describes the origins and evolution of the Science Talent Search Program, a program designed to identify science-prone high school students. Discusses variations of four exemplars of the program. (Contains 46 references.) (MDH) UMI Report/ISSN: ISSN-0036-8326 EJ473455

Bravmann, S. L., & Delisle, R. R. G. (1996). Recreating Schools: Some Thoughts for the Twenty-First Century. Journal for a Just and Caring Education v2 n3 p331-35 Jul 1996. Distinguishes among educational reform, reconstruction, revolution, and recreation. In education, "reform" means "renewing" or "rebuilding"; "reconstruction" connotes "remodeling" or "remaking"; and revolution calls for replacing one kind of schooling with another. Recreated schools simultaneously emphasize change and continuity and transform all community members into knowledgeable, compassionate risk takers. (MLH) UMI Report/ISSN: ISSN-1076-285X EJ527577

Brock, W. E. (1992). A Vision for Education. SCANS Chairman Sees Need for High Performance Schools. Vocational Education Journal v67 n7 p20-22,68 Oct 1992. No U.S. school district is world class. Radical systemic reform must (1) recognize that learning in context works; (2) assert that noncollege careers have worth; (3) raise standards and expectations. Foundation skills needed include basic, thinking, personal, resource, interpersonal, information, technology, and systems. (SK) UMI Report/ISSN: ISSN-0884-8009 EJ451027

Brodhead, C. W. (1991). Image 2000: A Vision for Vocational Education. To Look Good, We've Got to Be Good. Vocational Education Journal v66 n1 p22-25 Jan 1991. Outlines a hypothetical vocational center of the near future and explains why the changes described are crucial in addressing the skill shortage and enhancing the public image of vocational education. (SK) UMI Report/ISSN: ISSN-0884-8009 EJ417783

Bromme, R., & Steinbring, H. (1994). Interactive Development of Subject Matter in the Mathematics Classroom. Educational Studies in Mathematics v27 n3 p217-48 Oct 1994. Two lessons introducing probability taught by an expert and a nonexpert sixth-grade teacher were analyzed for the quality of teaching. The expert teacher more consistently explicated the relationship between formal symbols and the given mathematical tasks. Other differences concerned the handling of student contributions. (40 references) (MKR) UMI Report/ISSN: ISSN-0013-1954 EJ496896

Brown, J. (1993). Leadership for School Improvement. Emergency Librarian v20 n3 p8-20 Jan-Feb 1993. Discusses the characteristics of transformational leadership and its impact on the organizational culture and effectiveness of schools. Outlines its role in school culture, bureaucratic mechanisms, staff development, communication, responsibility, and power and recognition, asserting that vision of the future and empowerment of others are crucial factors. (52 references) (EA) UMI Report/ISSN: ISSN-0315-8888 EJ458020

Bullard, S. (1993). New Visions. Teaching Tolerance v2 n2 p46-49 Fall 1993. Describes a teacher's experiences and accomplishments teaching art expression to visually impaired children, whose ability to create art and delight in so doing demonstrate that they may have sight loss but are not impaired in imagination. Special techniques for helping these students are described. (SLD) EJ475249

Burdenuk, G. (1993). Vision and the School Library Resource Center. Emergency Librarian v20 n3 p22-24 Jan-Feb 1993. Discusses the leadership of teacher librarians and development of a personal vision for creating excellent school library resource centers. Offers suggestions for the vision creating process. (17 references) (EA) UMI Report/ISSN: ISSN-0315-8888 EJ458021

Burron, A. (1995). Heed Community Values If You Value Reform. Educational Leadership v53 n2 p92-93 Oct 1995. Peaceful, systemic, educational reform may be achieved by clearly articulating and responding to differences of opinion in four conflict areas: safe passage for traditionalist Christian students, opt-in policies for controversial course materials, parents' rights, and child-centered curricula. Authentic assessment based on community values addresses all four concerns. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ513411

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Carroll, R. E. (1979). Can a Summer School University Course Be a Paradigm of Efficient Learning? College Student Journal v13 n2 p112-21 Sum 1979. Describes the Emerging Curriculum at the John Hopkins Summer School session. Use of student contracts, content organized in instructional hierarchies, student interaction sheets and individual evaluation made student involvement more meaningful. Illustrates that university graduate courses can be organized as paradigms of humanistic and efficient learning for students. (Author) Reprint: UMI EJ207777

Chandler-Crichlow, C., & Giovanniello, O. (1996). Innovative Technology for Multimedia/Distance Learning Systems. Journal of Instruction Delivery Systems v10 n4 p19-21 Fall 1996. Describes partnerships that the Toronto-Dominion Bank developed with area universities and corporations to meet their changing training needs and paradigm shifts. Also describes organizations in the academic and business community who specialized in skills-upgrading for training development and technology adoption. (LRW) Report/ISSN: ISSN-0892-4872 EJ541361

Chrisman, G. J., & Holliday, C. C. R. (1996). An Rx for 20/20 Vision: Vision Planning and Education. T.H.E. Journal v24 n4 p106-10 Nov 1996. Discusses the Dallas Independent School District's decision to adopt an integrated technology infrastructure and the importance of vision planning for long term goals. Outlines the vision planning process: first draft; environmental projection; restatement of vision in terms of market projections, anticipated customer needs, suspected competitor actions, regulatory change; and backwards deployment. Presents a case study. (PEN) Report/ISSN: ISSN-0192-592X EJ536163

Chui, H. S., & Others, A. (1996). Vision and Leadership of Principals in Hong Kong. Journal of Educational Administration v34 n3 p30-48 1996. Describes a study investigating the relationship between Hong Kong principals' vision and leadership behavior in 48 secondary schools, half of which participated in a school-based management pilot scheme. Statistically analyzed results suggest that five leadership behavior dimensions were significantly related to principals' vision for both types of schools. Teachers experienced less empowerment in SBM schools. (53 references) (MLH) Report/ISSN: ISSN-0957-8234 EJ529290

Clancy, J. (1995). Ecological School Social Work: The Reality and the Vision. Social Work in Education v17 n1 p40-47 Jan 1995. A unifying theoretical perspective, ecological theory, has evolved in school social work. This theory defines effective practice as interventions that take place in microsystems, mesosystems, and macrosystems as opposed to individuals. However, there is a lack of uniformity in practice. Analyzes the challenges of practicing ecological theory within school settings, and describes a successful urban elementary school program. (JPS) UMI Report/ISSN: ISSN-0162-7961 EJ509591

Crowley, J. (1995). A Leadership Role for Library Media Specialists. School Library Media Annual (SLMA) v13 p60-66 1995. Discusses the role of library media specialists in education. Highlights include assessing the effect of media specialists on learning outcomes; sexism; educational change; and strategic planning for media centers and for schools, including a paradigm shift for media specialists to assume a leadership role in the educational community. (LRW) Report/ISSN: ISSN-0739-7712 EJ516582

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Dale, J. D. (1997). The New American School System: A Learning Organization. International Journal of Educational Reform v6 n1 p34-39 Jan 1997. Continual additions of discrete educational programs are ineffective and deleterious to the educational system. The New American Schools Development Corporation and Goals 2000 are examples of systemic school-improvement initiatives. A new paradigm based on lifelong learning and individual and team growth is essential. A learning organization must recognize the chaos inherent in systems and discover the order within their complexity. (MLH) Report/ISSN: ISSN-1056-7879 EJ544240

Dalin, P. (1996). Can Schools Learn? Preparing for the 21st Century. NASSP Bulletin v80 n576 p9-15 Jan 1996. The only way schools will survive while preparing students for a new age is to become learning organizations that involve all participants in the improvement process. This article outlines major global revolutions that will shape students' lives, discusses students' three basic learning needs, and raises questions about developing learning organizations. (MLH) UMI Report/ISSN: ISSN-0192-6365 EJ517872

Dantley, M. E. (1989). A Critical Perspective of Leadership Vision: Its Source and Influence upon the Educational Reform Movement. Urban Education v24 n3 p243-62 Oct 1989. The success of school reform depends on the vision of educational leadership. The origins, purpose, and components of leadership vision are explored, and the effect of socialization in making school administrators protectors of order and the status quo is examined. Reformed, egalitarian education will require principals to reassess their institutions' missions. (AF) UMI EJ398520

Darling-Hammond, L. (1992). Reframing the School Reform Agenda: New Paradigms Must Restore Discourse with Local Educators. School Administrator v49 n10 p22-27 Nov 1992. Highly prescriptive curriculum, testing, and teacher evaluation policies, such as those in New York State, actually impede teachers from teaching responsibly and effectively. These policies insist that teachers demonstrate a set of uniform behaviors unrelated to effective teaching for particular students. To work toward a new reform paradigm, educators must concentrate on professional, policy, and political development. (MLH) Report/ISSN: ISSN-0036-6439 EJ452833

Davis, O., & L., J. (1993). Entering a New Season: A Vision of the Futures of the "Journal of Curriculum and Supervision.". Journal of Curriculum and Supervision v9 n1 p1-5 Fall 1993. Under new editorship, this publication will remain a refereed scholarly journal for the curriculum and supervision fields without becoming the educational counterpart of the "New England Journal of Medicine." The new editor solicits submission of manuscripts reporting mindful research and probing critique on school restructuring, site-based decision making, teacher empowerment, and other topics pertaining to curriculum and instructional improvement. (MLH) UMI Report/ISSN: ISSN-0882-1232 EJ472509

Debenham, J., & Smith, G. G. R. (1994). Computers, Schools and Families: A Radical Vision for Public Education. T.H.E. Journal v22 n1 p58-61 Aug 1994. Discusses computer-aided instruction from home computers as an alternative or an adjunct to public school education. Topics addressed include the partnership between parents and schools; new roles for parents and schools; financial considerations; educational software; a program to help teachers develop their own software; and field testing in Utah. (Contains three references.) (LRW) UMI Report/ISSN: ISSN-0192-592X EJ489772

DeGraw, C. (1994). A Community-Based Health System: Parameters for Developing a Comprehensive Student Health Promotion Program. Journal of School Health v64 n5 p192-95 May 1994. Although reform-minded people rethink the school's role as a community institution and its relationships with others, new examples and models of health education systems are needed. The article identifies parameters of a model for community-based school health systems, suggesting markers for a new comprehensive school health education model. (SM) UMI Report/ISSN: ISSN-0022-4391 EJ490183

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Faidley, R., & Musser, S. (1989). Vision of School Leaders Must Focus on Excellence, Dispel Popular Myths. NASSP Bulletin v73 n514 p9-13 Feb 1989. To achieve excellence in education, school leaders need to dispel five myths concerning educators' talent and commitment, higher teacher salaries, societal influences on schools, tough educational standards, and the free market or voucher system. The key is visionary leadership based on openness to change and educator empowerment. (MLH) UMI EJ385218

Feher, E., & Rice, K. (1988). Shadows and Anti-Images: Children's Conceptions of Light and Vision. II. Science Education v72 n5 p637-49 Oct 1988. Examines childrens' (age 8-14) conceptions of shadow formation through interviews. Identifies "the trigger model" of shadows and finds that there are multiple roles that children attribute to light. (YP) UMI EJ380898

Fischer, H. E. v., & Aufschnaiter, S. (1993). Development of Meaning during Physics Instruction: Case Studies in View of the Paradigm of Constructivism. Science Education v77 n2 p153-68 Apr 1993. Describes a theoretical frame for understanding cognitive development to outline the planning and performance of a unit on electrostatics. Analyzes a female student's learning process and the development of the complexity of her cognitive skills. (PR) UMI Report/ISSN: ISSN-0036-8326 EJ478395

Flaherty, B. L. (1997). Mutual Gains Means Everyone Wins. School Business Affairs v63 n8 p16-20 Aug 1997. Mutual gains negotiation is an innovative system that emphasizes interests instead of positions and problem solving instead of preconceived solutions. The process can reverse social disintegration, reverse worker alienation, and address a shifting educational environment. It can resolve difficult labor-management problems such as contracting out, job assignment flexibility, class size, and staffing levels. (MLH) Report/ISSN: ISSN-0036-651X EJ548974

Fowler, C., & Sinclair, A. (1992). Forecasting the Future: A Student Vision Quest. Science Teacher v59 n6 p50-53 Sep 1992. The authors describe a simple forecasting strategy that focuses on environmental and global topics. Students choose their own topics, collect and analyze data, make predictions, and present findings to the class. Authors claim the following advantages of forecasting: students become motivated; work in cooperative groups; increase skills in organizing, analysis, and summarizing; and the process reveals student's hidden talents. (PR) UMI Report/ISSN: ISSN-0036-8555 EJ450701

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Gaubatz, M. R. (1995). Putting Value on Your Vision. Executive Educator v17 n12 p21-23 Dec 1995. Since December 1992, the Capac (Michigan) Community School District has adopted zero-based budgeting for 40% of its budget. Instead of building on the previous year's budget, the superintendent requires every staff member and school to justify projected expenditures based on contributions to future educational goals. Academic programs benefit. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ516026

Gaultney, J. F., & Others, A. (1992). The Role of Children's Expertise in a Strategic Memory Task. Contemporary Educational Psychology v17 n3 p244-57 Jul 1992. Two experiments with 42 second graders, 55 fourth graders, and 36 fifth graders investigated previous findings of a lack of strategic advantage for expert children dealing with information in their area of expertise. Results from using an expert-novice paradigm suggest that expert children's task advantage is mediated primarily by nonstrategic factors. (SLD) Report/ISSN: ISSN-0361-476X EJ450894

Glickman, C. D. (1995). Super-Vision for Democratic Education: Returning to Our Core. Educational Horizons v73 n2 p81-88 Win 1995. Involving students and parents in educational decision making is essential to public education based on democratic principles. Educators should conceive of themselves as the primary stewards of the democratic spirit. (SK) UMI Report/ISSN: ISSN-0013-175X EJ500822

Gnanarajah, A. (1992). Integrating Gospel Values across the Curriculum. Momentum v23 n4 p70-71 Nov 1992. Describes "Vision and Values in the Catholic School," a value-oriented curriculum developed by the National Catholic Educational Association to imbue schools with a strong social justice dimension. Discusses the program's conceptualization, curriculum integration, and parent involvement. (DMM) UMI Report/ISSN: ISSN-0026-914X EJ454846

Goldman, M. (1985). The Physics of Colour Vision. Physics Education v20 n2 p66-71 Mar 1985. An elementary physical model of cone receptor cells is explained and applied to complexities of human color vision. One-, two-, and three-receptor systems are considered, with the later shown to be the best model for the human eye. Color blindness is also discussed. (DH) EJ318961

Grady, M. L., & Others, A. (1994). Women's Perceptions of the Superintendency. Journal of School Leadership v4 n2 p156-70 Mar 1994. Summarizes a study to identify the sources of job satisfaction, job benefits, sources of self-fulfillment, and personal strengths that women bring to the superintendency. Based on 51 interviews with urban and rural women superintendents, results showed that both groups have similar leadership characteristics befitting a new model that values connectedness and human development. (Contains 20 references.) (MLH) UMI Report/ISSN: ISSN-1052-6846 EJ483292

Graves, L. N. (1992). Cooperative Learning Communities: Context for a New Vision of Education and Society. Journal of Education v174 n2 p57-79 1992. If schools became true communities of learners they could spread community throughout alienated urban areas. Some major themes defining cooperative community are explored. Stages that schools should go through in building community are detailed. Providing outreach to other potential communities is a later step in the process. (SLD) UMI Report/ISSN: ISSN-0022-0574 EJ468096

Greenfield, W. D., & Others, A. (1992). Towards Measurement of School Vision. Journal of Educational Administration v30 n9 p65-76 1992. Draws on Blumberg and Greenfield's studies of effective principals to offer an operational definition of school vision, based on teacher perceptions. The instrument developed consists of three subscales (vision exchange, internalization, and sacrifice). The perceived robustness of the principal's role was significantly correlated with two School Vision Inventory subscales: exchange and sacrifice. (22 references) (MLH) UMI Report/ISSN: ISSN-0957-8234 EJ449888

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Hanna, R. M. (1996). Year 2010Where Will the Enterprise Take Us? School Business Affairs v62 n4 p14-16 Apr 1996. As the 21st century approaches, schools are facing a major paradigm shift. Today's educators need retraining to be capable of instruction by 2010. Traditional courses of study will be replaced with projects relevant to students' lives and ability levels. School overcrowding will be resolved by technology and flextime schedules. School business officials will be expected to accomplish more with less. (MLH) UMI Report/ISSN: ISSN-0036-651X EJ524335

Hanson, L. M. (1992). The Domino Effect of a New Vision. School Administrator v49 n11 p16-17 Dec 1992. At Mundelein (Illinois) High School, alternative assessments of student learning (portfolios, debates, learning logs, interviews, mock trials, and research reports) are replacing traditional testing practices. Alternative assessment bumped into everything else, necessitating changes in master scheduling, records management, curriculum, and teacher attitudes. Both classes and teachers were eventually detracked. (MLH) Report/ISSN: ISSN-0036-6439 EJ455677

Herman, J. J. (1990). Action Plans to Make Your Vision a Reality. NASSP Bulletin v74 n523 p14-17 Feb 1990. After principals have involved all stakeholders in developing a school mission and identifying critical success factors, the planning team must analyze strengths, weaknesses, opportunities, and threats within and outside the school; establish strategic goals (outcomes) to support the future vision; and develop objectives and target dates. Includes four references. (MLH) UMI EJ403782

Hoffman, & Elizabeth, C. (1995). A Unified Vision. Teaching Music v3 n1 p34-35 Aug 1995. Describes the work of K-12 music education faculty in a California school district. Maintains that close teamwork and cooperation has enabled the department to maintain a quality program during times of financial stress. Describes the staffing model that undergirds this approach. (CFR) UMI Report/ISSN: ISSN-1069-7446 EJ516991

Hoffmann, G., & Brecklin, T. (1996). A Media Literacy Course for Middle School Students. ETC: A Review of General Semantics v53 n1 p39-46 Spr 1996. Reports that general semantics has been the foundation for a media literacy pilot program at a Milwaukee middle school. Describes some course activities and assignments to show students that the media messages they receive are limited representations of reality. States that the general semantics viewpoint removes the program from danger of ideological clashes. (PA) UMI Report/ISSN: ISSN-0014-164X EJ521421

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Kern, C. W., & Engels, D. D. W. (1996). Developmental Academic Advising: A Paradigm Shift in a College of Business Administration. Journal of College Student Development v37 n1 p95-96 Jan-Feb 1996. A survey that examined the advising process was given to sophomores, juniors, and seniors requiring business administration courses at the University of North Texas. As a result, additional advisors, staff development for current advisors, and emphasis on individual student needs were recommended changes that support a developmental approach. (JPS) UMI Report/ISSN: ISSN-0897-5264 EJ525650

Kimonen, E., & Nevalainen, R. (1995). Ecological Approach and Community Education as Promoters of the Social Development of Reform School Students. European Journal of Special Needs Education v10 n3 p187-98 Oct 1995. This study examined the application of the ecological approach and community education to support the participation of 27 male students at a Finnish reform school in various leisure time activities and facilities. The students expressed needs to join in the production system, cultural system, contact system, and decision-making system of society. Implications for reform school education are drawn. (DB) UMI Report/ISSN: ISSN-0885-6257 EJ516158

Klemm, E. B. (1988). Updating the Vision for Marine Education. Current: Journal of Marine Education v8 n3 p4-9 1988. Discusses the need to update the content, philosophical stance, and pedagogy of marine education to reflect recent advances in these areas. Cites some developments in oceanography and ocean engineering. Proposes ways teachers can learn about and utilize this knowledge. (RT) EJ374058

Knight, J. (1997). A Shared Vision? Stakeholders' Perspectives on the Internationalization of Higher Education in Canada. Journal of Studies in International Education v1 n1 p27-44 Spr 1997. Reports on a Canadian survey concerning differences and similarities in views and expectations among higher education's stakeholders (government, academia, industry) with a central interest is internationalization of education. Emerging issues identified included preparation of knowledgeable and interculturally competent graduates; recruiting and supporting international students; foreign language teaching; curriculum reform; marketing and exports; study and work abroad; and cooperation among sectors. (Author/MSE) EJ549306

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Laird, J. C. (1990). Consumer Skills for Low Vision Middle School Students. RE:view v21 n4 p231-34 Win 1990 . The article describes a consumer skills unit taught to visually impaired seventh graders. The unit covered advertising language and psychology, comparison shopping and label language, and budgeting and future planning. (DB) EJ408544

Lappan, G., & Ferrini-Mundy, J. (1993). Knowing and Doing Mathematics: A New Vision for Middle Grades Students. Elementary School Journal v93 n5 p625-41 May 1993. Discusses mathematical tasks, classroom environments, and means of assessment that might encourage mathematical growth for middle grades students. Proposes a curriculum emphasizing mathematical connections, reasoning, and problem solving. Describes shifts in the culture of the mathematics classroom that support students' development of mathematical skills. (PAM) UMI Report/ISSN: ISSN-0013-5984 EJ464547

Lawson, H. A. (1995). Schools and Educational Communities in a New Vision for Child Welfare. Journal for a Just and Caring Education v1 n1 p5-26 Jan 1995. Calls for a new vision of child welfare, indicates schools' role, distinguishes between education and schooling, advocates new collaborative systems for children and families, and identifies implications meriting attention and action. Aims to initiate an expanded dialog around children's and families' rights and revisit ways to establish caring communities. (10 references) (MLH) UMI Report/ISSN: ISSN-1076-285X EJ513339

Leonard, B. C., & Messner, P. P. E. (1991). Reforming the Paradigm of American Education. Illinois Schools Journal v71 n1 p18-24 1991. The current crisis of U.S. public education cannot be addressed through reforms to the existing paradigm. In fact, the current paradigm is being challenged and shifted bringing in a new perception of the educational process. Because of resistance in the education profession, that change may be variously applied. (JB) UMI Report/ISSN: ISSN-0019-2236 EJ440507

Leyden, M. B. (1995). The Eyes Have It. Teaching Science. Teaching PreK-8 v26 n1 p32,34-35 Sep 1995. Features science concepts with accompanying activities teachers can use in the classroom. Presents a lesson in optics that utilizes optical illusions to illustrate scientific points and allows students to use the following processes: observing, communicating, controlling variables, hypothesizing, and gathering and interpreting data. (ET) UMI Report/ISSN: ISSN-0891-4508 EJ518638

Lieber, R. (1997). What's To Fear about Charters? School Administrator v54 n7 p14-16 Aug 1997. The charter-school movement is a transition to a total system change that began sometime after World War II and the Korean War. When 1960s educators started the alternative schools movement, they were really creating charter schools. Resistance to charter schools is based not on philosophy, but on scarce financial resources. However, educators must take risks that may yield long-term solutions. Charter schools are stage one. (MLH) Report/ISSN: ISSN-0036-6439 EJ548962

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Marshall, H. H. (1992). Reaction: Rethinking the Process-Product Paradigm: Expanded Methodology and Alternative Views of Teaching and Learning. School of Education Review v4 p22-28 Spr 1992. Article agrees with Gage's paper that the process-product paradigm contributes to knowledge about teaching. It suggests modifications to traditional methodology for increasing the explanatory power of such research. It questions whether the product end of the paradigm actually indicates learning and discusses implications of the paradigm for future learners. (SM) EJ449409

Marshall, S. P. (1995). The Vision, Meaning, and Language of Educational Transformation. School Administrator v52 n1 p8-15 Jan 1995. Whereas the 19th-century educational contract was based on machine- and factory-driven production goals, the educational covenant for the 21st century will be radically different. To overcome their Newtonian mindset and discover meaningful foundations, educational leaders must reinvent their institutions and themselves. Leadership metaphors should arise not from machinery but from the ways living systems organize. (MLH) Report/ISSN: ISSN-0036-6439 EJ497500

Martin, K., & Reynolds, S. (1993). Veteran and Rookie Teachers: A Stereoptic Vision of Learning in Mathematics. Journal of Teacher Education v44 n4 p245-53 Sep-Oct 1993. This study examined the impact of a brief relationship in which pairs of rookie and veteran teachers focused on diagnostic assessment in mathematical environments in primary grade classrooms. Results highlighted significant differences in what veteran and rookie teachers saw in mathematical learning environments; the combined view was balanced and powerful. (SM) UMI Report/ISSN: ISSN-0022-4871 EJ475086

Maurer, S. B. (1995). The Recursive Paradigm: Suppose We Already Knew. School Science and Mathematics v95 n2 p91-96 Feb 1995. Explains the recursive model in discrete mathematics through five examples and problems. Discusses the relationship between the recursive model, mathematical induction, and inductive reasoning and the relevance of these concepts in the school curriculum. Provides ideas for approaching this material with students. (Author/DDD) UMI Report/ISSN: ISSN-0036-6803 EJ504091

McBride, R. E., & Stuessy, C. (1996). Taking Stock and Creating a Vision: A Middle School Community Takes the First Steps toward Creating an Accelerated School. Education Canada v36 n3 p20-24,19 Fall 1996. Accelerated schools strive to bring at-risk students into the educational mainstream and perform at grade level through acceleration rather than remediation. Describes four steps to initiate the accelerated process and how a Texas middle school involved all members of the school community in implementing the first two steps, taking stock and forging a vision. (TD) Report/ISSN: ISSN-0013-1253 EJ538175

McBroom, L. W. (1997). Making the Grade: College Students with Visual Impairments. Journal of Visual Impairment & Blindness v91 n3 p261-70 May-Jun 1997. This study of the transition experiences of 102 college students with visual impairments (blindness or low vision), and of the services offered for students with disabilities at 66 colleges, found that the colleges provided most of the services students need to be successful. Students also identified areas in which visually impaired high school students should prepare before entering college. (DB) Report/ISSN: ISSN-0145-482X EJ544482

McCulloch, G. (1988). A Technocratic Vision: The Ideology of School Science Reform in Britain in the 1950s. Social Studies of Science v18 n4 p703-24 Nov 1988. Explains a technocratic ideologyproviding the future leaders of societyas main theme of school science reform. Describes the historical frameworks of interpretation. Discusses the growth and failure of the reform. (YP) EJ384636

McCullough-Garrett, A. (1993). Reclaiming the African American Vision for Teaching: Toward an Educational Conversation. Journal of Negro Education v62 n4 p433-40 Fall 1993. Presents the results of a qualitative study of the effects of desegregation on four African-American teachers in a rural, predominantly African-American town in North Carolina. Desegregation resulted in removal of the town's school and the consequent departure of the unique presence, pedagogy, and caring of the African-American teachers. (SLD) UMI Report/ISSN: ISSN-0022-2984 EJ480491

Meredith, B., & Underwood, J. (1995). Irreconcilable Differences? Defining the Rising Conflict between Regular and Special Education. Journal of Law and Education v24 n2 p195-226 Spr 1995. A special-education paradigm looks at students as individuals, substantially involves parents, documents individual student's needs and achievement, and operates under judicial oversight. Regular education is premised upon group learning and instruction, political rather than legal accountability, and a local or statewide power source. (84 references) (MLF) Report/ISSN: ISSN-0275-6072 EJ513346

Miller, N. A. S. (1992). Toward a Common Vision: The Change Process in Practice. Educational Technology v32 n11 p58-62 Nov 1992. Discusses the following conditions which are necessary for effective systemic change in education: all stakeholders agree on a common vision of education; the existing system does not meet these expectations; a new system is designed; an implementation plan is developed; support for the plan is obtained; and pressure to proceed is applied. (MES) UMI Report/ISSN: ISSN-0013-1962 EJ454718

Mitchell, G. A. (1992). Research Parks: Instrument or Harbinger of a New University Paradigm? Interchange v23 n1-2 p99-104 1992. Discusses research parks as indicators of change in the role of universities; examines the evolution of universities and their relationship with research parks. As private and public sectors demand skilled human resources and research, universities must focus on the interface between university, industry, and government, thus maintaining autonomy. (SM) UMI Report/ISSN: ISSN-0826-4805 EJ452296

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Johnson, S. M. (1993). Vision in the Superintendency. School Administrator v50 n1 p22-29 Jan 1993. Summarizes the visions of 12 newly appointed superintendents from 4 northeastern states. In composing their visions, single-handedly from the start or collaborative over time, superintendents must cope with complex realities and competing demands. Although expected to emulate visionary corporate leaders, superintendents must envision within a decentralized, loosely coupled school environment. A new management model tailored to education is needed. (MLH) Report/ISSN: ISSN-0036-6439 EJ455717

Oman, P. W., & Willson, D. (1986). Paradigm for K-8 Computer Curriculum Design. Technological Horizons in Education v14 n2 p82-88 Sep 1986. Describes the development of a curriculum design model for computer education in grades K-8. Discusses the method used in producing the model and includes the composite of objectives that were produced in the study, along with suggestions for implementing the model at the local school level. (TW) UMI EJ346077

Organization. (1985). 'Sustaining the Vision': Text of Statement by Carnegie Foundation. Chronicle of Higher Education v30 n14 p18-19 Jun 5 1985. The text of a statement by the board of trustees of the Carnegie Foundation for the Advancement of Teaching, concerning the federal role in higher education and the role of education in the nation's and the world's future, is presented. (MSE) EJ320049

Organization. (1993). A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy. Social Education v57 n5 p213-23 Sep 1993. Presents a National Council for the Social Studies position paper. Describes a vision of K-12 social studies teaching and learning to develop levels of social understanding and civic efficacy essential for participatory citizenship. Advocates curriculum content and teaching methods that are relevant, challenging, and active. (CFR) UMI Report/ISSN: ISSN-0037-7724 EJ471762

Organization. (1996). Bringing Vision Problems into Focus. Health Alert. Learning v24 n5 p65-66 Mar-Apr 1996. Many students have undiagnosed vision problems despite passing school vision screening. Traditional screening may miss problems with close vision, eye-hand coordination, and smooth eye coordination. The article discusses what teachers should look for, how to proceed if there is a problem, and how to create vision-friendly classrooms. A list of resources for further information is included. (SM) UMI Report/ISSN: ISSN-0090-3167 EJ525407

Organization. (1997). Atlanta Metropolitan College, Exploring America's Communities: In Quest of Common Ground. Progress Report. National Conference on American Pluralism and Identity Program Book (New Orleans, LA, January 18-19, 1997); see JC 970 087. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In 1996, Atlanta Metropolitan College (Georgia) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. In an attempt to enhance the college's curriculum with American pluralism and identity issues, the college team developed an action plan to revise the teaching of humanities and history and to provide opportunities for the college community to find common ground as they explored what it means to be an American. A Plurality and Diversity Task Force was established, which held discussions regarding campus-wide multiculturalism and identity issues. Faculty met to discuss their syllabi, textbooks, and materials. Three day and three evening assemblies were held which featured lecture-forums addressing multicultural themes. Students in the history and humanities classes visited ethnic clubs on campus and exhibits at museums. "Brown Bag Lunch" informal discussions and a Christmas concert highlighting the celebration of Christmas by various cultures were held. Obstacles to the project included: a lack of automatic substantial enrollments due to the courses' status as non-core elective courses; a lack of funding; and an approach that did not maximize supervisory or recruitment efforts. Faculty and students agreed that the opportunity for freedom of expression and creative individualism are two of the most important elements of common ground for Americans. (HAA) ED403926

Organization. (1997). Bergen Community College, Exploring America's Communities: In Quest of Common Ground. Progress Report. National Conference on American Pluralism and Identity Program Book (New Orleans, LA, January 18-19, 1997); see JC 970 087. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In 1996, New Jersey's Bergen Community College (BCC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. BCC's primary goals were: infusing material into existing American history and literature courses, creating new ethnic literature and history courses, conducting a speaker's series, establishing a discussion group, and developing in students an appreciation for ethnic diversity. The greatest obstacle confronted by BCC was having too little time. Because the project only ran from Spring 1996 to Fall 1996 (with a summer in the middle), it was difficult to establish continuity. Other obstacles included: an insufficient amount of faculty cooperation due to the numerous groups involved and competition between non-core courses for students. The groundwork has been laid for institutionalizing the project, and the college community in general has participated in the project. The literature and history faculty that have an interest in diversity continue to reinforce the issues of pluralism and identity in their courses. Student reaction to the project has been favorable. They were optimistic about the ability of the members of the college community to act as individuals and, at the same time, to work together harmoniously. (HAA) ED403927

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Pappas, M. (1993). A Vision of School Library Media Centers in an Electronic Information Age. School Library Media Activities Monthly v10 n1 p32-34,38 Sep 1993. Discusses trends evolving in schools and library media centers as a result of electronic information technologies, including the shift from acquisition to access, the storage of information, the growth of image-based technologies, technology and management, information skills needed for electronic resources, information networks, impact on curriculum, and "hyperlearning." (Contains four references.) (KRN) Report/ISSN: ISSN-0889-9371 EJ469122

Peterkin, R. S. (1994). Progressive Vision, Leadership, and System Change. NAMTA Journal v19 n1 p121-35 Win 1994. Defines a new leadership in education, which recognizes the comprehensive nature of change in the public school system to meet the educational needs of all children, especially disadvantaged and minority children, in a global economy. Maintains that Montessori education is uniquely prepared to lead public school reform. (BB) Report/ISSN: ISSN-1049-9466 EJ478164

Peterson, E. (1977). Dialectics of School Desegregation: A Western Paradigm. Western Journal of Black Studies v1 n3 p186-94 Sep 1977. Legal ambiguities, political factionalism, and community conservatism are identified as barriers to the implementation of school desegregation plans. Difficulties encountered in Seattle's first voluntary desegregation effort are also analyzed. (GC) EJ208891

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Rabinowitz, S. N. (1995). Beyond Testing: A Vision for an Ideal School-to-Work Assessment System. Vocational Education Journal v70 n3 p27-29,52 Mar 1995. Flexible systems for assessing job readiness need to be used in conjunction with national skill standards projects. For example, the Career-Technical Assessment Program (C-TAP) conducted by Far West Laboratory, is a performance-based assessment and certification system that measures vocational program, generic workplace readiness, and foundation academic standards. (JOW) UMI Report/ISSN: ISSN-0884-8009 EJ498568

Ravitch, D., & Viteritti, J. (1996). A New Vision for City Schools. Public Interest n122 p3-16 Win 1996. Charter schools, performance contracts, and school choice programs are among the initiatives for change that can be made into an integrated program for reforming urban education, one that shifts from a bureaucratic and archaic system into a deregulated system that focuses on student performance. (SLD) UMI Report/ISSN: ISSN-0033-3557 EJ522442

Reid, W. A. (1997). Conceptions of Curriculum and Paradigms for Research: The Case of School Effectiveness Studies. Journal of Curriculum and Supervision v12 n3 p212-27 Spr 1997. Development of school-effectiveness-research models owes little to academic progress or scholarly critique. Effectiveness is measured in terms of fashionable production expectations. In the postwar years, schools produced economic growth. In the 1970s, they produced equality and good citizens. In the 1980s, schools produced good employees. Is "quality" the next "transcendental signified" to anchor effectiveness research? (33 footnotes) (MLH) Report/ISSN: ISSN-0882-1232 EJ540832

Reilly, D. H. (1993). Educational Leadership: A New Vision and a New Role within an International Context. Journal of School Leadership v3 n1 p9-20 Jan 1993. Addresses two levels of educational leadership, focusing on a second-level envisionment that transcends national interests and aims to improve the social conditions of all nations and all individuals. This new leadership definition has policy implications that should be supported by resource allocations and a forum promoting education as an equity-driven international resource. (25 references) (MLH) UMI Report/ISSN: ISSN-1052-6846 EJ457287

Rhodes, L. A. (1996). Seeking New ConnectionsLearning, Technology, and Systemic Change. Learning and Leading with Technology v23 n8 p45-48,56 May 1996. This fourth and concluding article in a series on information technology in the schools explores how a complete educational organization can function when using already-available information technologies to take advantage of the natural independence of individuals' roles in the schools and communities. (Author/LRW) UMI Report/ISSN: ISSN-1082-5754 EJ526328

Rhodes, L. A. (1997). Building Leadership Technology: The Missing Link between a Superintendent's Vision and the School District's Actions. School Administrator v54 n4 p12-16 Apr 1997. Notes that in choosing between providing direct services for children or building a school system's continuing capacity to provide these services, infrastructure reinforcement expenditures too frequently lose out. Suggests training is a necessary, value-added component that would enable technology to be integrated into the school organization's comprehensive plans and that superintendents are the jugglers responsible for bridging gaps among purpose, space, and time. (MLH) Report/ISSN: ISSN-0036-6439 EJ544290

Rice, K., & Feher, E. (1987). Pinholes and Images: Children's Conceptions of Light and Vision. I. Science Education v71 n4 p629-39 Jul 1987. Reviews a study which investigated children's predictions and explanations of the formation of images through pinholes by use of extended light sources. Interviews with 9- to 13-year-old children at a science center revealed that a prevalent model for image formation involved light that traveled from the sources as a whole. (ML) UMI EJ356076

Richbart, C. M., & Richbart, L. L. A. (1995). Professional Development: Promoting Problem-Solving Expertise. Mathematics Teaching in the Middle School v1 n4 p310-16 Jan-Mar 1995. Addresses NCTM recommendations regarding nonroutine problem solving. Illustrates general approaches, teacher discourse, and aims of problem solving via three nonroutine problems. Compares expert and novice approaches to problem solving and applies procedures endorsed by Polya regarding problem-solving strategies. Includes nine additional resources. (11 references) (RPC) Report/ISSN: ISSN-1072-0839 EJ504005

Rikard, G. L., & Beacham, B. (1992). A Vision for Innovation in Preservice Teaching: The Evaluation of a Model Program. Action in Teacher Education v14 n1 p35-41 Spr 1992. Reports on the evaluation of the Model Clinical Teaching Program, a year-long program for preservice teachers which emphasized the realities of teaching, enriched the work of veteran teachers, and improved classroom learning via university-school system teaming. Opinions of both interns and clinical instructors are reported. (SM) UMI Report/ISSN: ISSN-0162-6620 EJ450867

Rinehart, G. (1993). Building a Vision for Quality Education. Journal of School Leadership v3 n3 p260-68 May 1993. Customer satisfaction and continuous improvement of products and services are concepts underlying quality philosophy that swept across U.S. industry during 1980s. These organizational principles are now being applied to educational practice, including administration, curricula, and teaching. This article explains how to build a strong, compelling vision to unite different elements of the education system in pursuit of continuous improvement. (MLH) UMI Report/ISSN: ISSN-1052-6846 EJ462393

Robicheaux, R. (1996). Professional Development: Caring Teachers Can Realize the Vision of the Standards. Mathematics Teaching in the Middle School v1 n9 p738-42 Mar-Apr 1996. Illuminates some concerns of teachers about the National Council of Teachers of Mathematics (NCTM) Curriculum Standards. Demonstrates changes in attitudes of teachers who have sufficient time to assimilate and accommodate the NCTM reforms. (MKR) UMI Report/ISSN: ISSN-1072-0839 EJ520692

Robinson, S. (1997). Classroom Stories about Knowledge, Teaching, Learning, and Common Ground. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper contains two stories that highlight a high school science teacher's search for common ground with four students. "Common ground" is a metaphor for shared experiences among teachers and students. The purpose of this qualitative research was to examine: (1) What knowledge, teaching, and learning evolve from the classroom experiences of the teacher and students? (2) What classroom experiences achieve common ground between the teacher and students? and (3) What kinds of classroom experiences could be used to maximize student learning? The first story is an excursion lesson in a year 12 marine studies class where students engage in boat handling skills. The second story takes place in a traditional classroom setting where one student struggles to find relevance in the course. Implications for this research are that teachers who hold positivistic views of knowledge ought to provide classroom experiences which are authentic to the students; teachers skepticism about curriculum topics may interfere with the development of common ground; and common ground is not a leveling of power between teachers and students, rather it occurs as teachers gain their students' respect, not due to their position but because of their expertise and adeptness in communicating with students. Appendices include data collection instruments. Contains 12 references. (Author/JRH) ED410118

Ruiz, C. M. (1995). Equity, Excellence and School Reform: A New Paradigm for Desegregation. West's Education Law Quarterly v4 n4 p630-45 Oct 1995. Presents an overview of the original "Brown" decision and the complex body of case law that has evolved from it. Reviews the "compensatory education" alternative, which focuses upon improving education for minority students by means other than strict numerical integration, as well as the special problems found in districts with two or more minority groups. (83 footnotes) (MLF) EJ521509

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Schreier, B. A. (1995). Moving beyond Tolerance: A New Paradigm for Programming about Homophobia/Biphobia and Heterosexism. Journal of College Student Development v36 n1 p19-26 Jan-Feb 1995. Argues that college programmers should adopt a paradigm shift away from teaching tolerance to promoting nurturance when addressing heterosexist beliefs and homophobic/biphobic attitudes. Article defines nurturance and tolerance and presents a programming application of this new model, set in a residence hall. Discusses conclusions about this model for programmers. (RJM) UMI Report/ISSN: ISSN-0897-5264 EJ497356

Scott, B. D. (1993). Toward the Survivability of Vision: Reflections of a Former Headmaster. Equity and Choice v9 n3 p63-66 Spr 1993. Presents reflections of a former headmaster on the role of private schools and the importance of the choices they can provide. Proprietary schools that work say something visionary and hopeful even to public schools by illustrating the survival of multiple voices in a community. (SLD) Report/ISSN: ISSN-0882-3863 EJ466340

Seeley, D. S. (1989). A New Paradigm for Parent Involvement. Educational Leadership v47 n2 p46-48 Oct 1989. Reliance on the "delegation model" in public education has created a fundamental gap between families and schools. The Accelerated Schools Project has helped two poverty-afflicted, minority-populated elementary schools in the San Francisco Bay Area enlist parents and mobilize community agencies to achieve shared improvement goals. Includes seven references. (MLH) UMI EJ397741

Sharpe, F. G. (1996). Towards a Research Paradigm on Devolution. Journal of Educational Administration v34 n1 p4-23 1996. Addresses persistent tensions among centralized school governance structures. Examines the literature's claims for devolution's positive benefits and shortcomings and proposes more realistic expectations. Discusses the relationship between devolution and improved teaching and learning. Reconceptualizes devolution and proposes a preliminary research model focused on variables affecting student learning outcomes. (44 references) (MLH) Report/ISSN: ISSN-0022-0639 EJ522717

Shrigley, R. G. (1983). Persuade, Mandate, and Reward: A Paradigm for Changing the Science Attitudes and Behaviors of Teachers. School Science and Mathematics v83 n3 p204-15 Mar 1983. Proposed is a plan for changing elementary school teachers' attitudes toward science. Persuading teachers, a mandate to teach science, and rewards for teachers involved in science curriculum development, the three steps in the model, are presented in some detail. Implementing the model is also discussed. (MNS) Reprint: UMI EJ278591

Silber, J. (1994). The Partnership: The Vision. Journal of Education v176 n1 p3-7 1994. Discusses the rationale and basic features of an educational partnership between Boston University (Massachusetts) and the Chelsea Public Schools (Massachusetts) designed to rebuild Chelsea's school quality. It reviews the reasons for the educational quality decline in today's urban public school system and highlights the underlying principles and values guiding the Chelsea school system renovation. (GR) UMI Report/ISSN: ISSN-0022-0574 EJ509402

Snyder, A. E. (1994). On the Road to Reading Recovery. School Administrator v51 n1 p23-24 Jan 1994. Concerned about low reading achievement scores, the superintendent of an impoverished, rural Tennessee school district adopted Marie Carbo's reading styles program as a vehicle for a five-year learning improvement plan. The district aimed to improve classroom instruction through long-term staff development that inspired teachers to abandon paper-and-pencil activities for more productive teaching methods. (MLH) Report/ISSN: ISSN-0036-6439 EJ475823

Spady, W. G. (1986). The Emerging Paradigm of Organizational Excellence: Success through Planned Adaptability. Peabody Journal of Education v63 n3 p46-64 Spr 1986. This article briefly interprets the major findings of Peters and Waterman's themes about corporate excellence; describes the theoretical framework of two outcome-based education programs; discusses the messages common to excellence in management and in education; and interprets key elements in the emerging excellence paradigm. (JL) EJ377018

Spector, B. S. (1993). Order out of Chaos: Restructuring Schooling to Reflect Society's Paradigm Shift. School Science and Mathematics v93 n1 p9-19 Jan 1993. Discusses the necessary restructuring of the nations' schools to reflect the paradigm shift in society. Presents the findings of a study state and national reports of change initiatives since 1982 recorded in science education literature that compared various components, roles, and dynamics of educational systems in the dominant and new paradigms. (42 references) (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ460252

Spino, M. (1979). A Vision of the Future: A School for Running. Elementary School Guidance and Counseling v14 n2 p162-64 Dec 1979. Presents a vision of how a school of running could provide young people with learning experiences encompassing body and mind. The school would have four tracks: running, body work, inner space development, and academic subjects. Sea Pines Resort in South Carolina will be ideal for the kind of education described here. (Author/BEF) Reprint: UMI EJ215810

Steller, A. (1995). Consensus Isn't Easy. Educational Leadership v53 n2 p94-95 Oct 1995. The conflict-resolution steps outlined in Arnold Burron's "Heed Community Values" article suggests an oversimplified picture of educational change. Consensus in diverse communities is elusive. Parents' rights are problematic. Conflict will continue as long as communities expect schools to resolve society's problems. Sharing effective-schools information with parents helps. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ513412

Sullivan, P. (1982). Vision and Values for Library Educators. Catholic Library World v54 n1 p29-32 Jul-Aug 1982. This essay on values for library school educators examines the choice of values, communication between faculty and students, the search for values, and leadership qualities. (EJS) Reprint: UMI EJ271501

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Tewel, K. J. (1996). Navigate with Vision. Executive Educator v18 n4 p16-19 Apr 1996. A school's fundamental beliefs and vision about teaching and learning must be incorporated into its goals, strategies, policies, processes, cultural practices, management behavior, accountability systems, and stakeholder roles. Superintendents should work with community members to pin down core beliefs, make supportive changes, and obliterate inconsistencies that prevent achievement of district goals. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ522748

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Wager, W. (1992). Educational Technology: A Broader Vision. Education and Urban Society v24 n4 p454-65 Aug 1992. Considers educational technology's role in designing effective instruction. Instructional design that supports systematic determination of instructional goals and methods for accomplishing those goals and for assessing success requires consideration of four variables associated with instruction: (1) learner characteristics; (2) learning task; (3) instructional context; and (4) content. (RLC) UMI Report/ISSN: ISSN-0013-1245 EJ449520

Wagner, T. (1995). Building a Shared Vision: Structured Dialogues about Important Questions. New Schools, New Communities v11 n3 p19-26 Spr 1995. Reviews focus groups as a way of determining community opinions and explains how to use them. Designing a focus group series, conducting the group, and reporting the results are described, and examples are given of focus groups in educational change. (SLD) Report/ISSN: ISSN-1077-2936 EJ505954

Wanat, C. L., & Bowles, B. B. D. (1993). School-Community Relations: A Process Paradigm. Community Education Journal v20 n2 p3-7 Win 1993. Elements of a home-school-community relationship model are goals (academic achievement, institutional legitimacy, support, and effective relations), programs, and processes (communication, involvement, participation, and resolution). The model can be applied to contemporary issues: diversity, varied stakeholders, school-business partnerships, governance, school reorganization. (SK) UMI Report/ISSN: ISSN-0045-7736 EJ462135

Weiner, L. (1996). Teachers, Unions, and School Reform: Examining Margaret Haley's Vision. Educational Foundations v10 n3 p85-96 Sum 1996. This paper discusses teacher unionism's potential as a vehicle for democratizing education, examining Margaret Haley's 1904 speech on why teachers should organize, noting her role in setting this agenda, and exploring her contribution to the definition of a collaborative role for organized labor and schools in democratizing American society. (SM) Report/ISSN: ISSN-1047-8248 EJ536829

Westby, C. E., & Others, A. (1994). The Vision of Full Inclusion: Don't Exclude Kids by Including Them. Journal of Childhood Communication Disorders v16 n1 p13-22 1994. This article reviews reasons behind the full inclusion movement, concerns that have been raised about full inclusion, and elements necessary to implement successful inclusion programs. The efforts of a southwestern elementary school staff to implement inclusive education for students from culturally/linguistically diverse backgrounds and students with learning disabilities are described. (Author/JDD) UMI Report/ISSN: ISSN-0735-3170 EJ485023

Whitten, E., & Dieker, L. (1995). Intervention Assistance Teams: A Broader Vision. Preventing School Failure v40 n1 p41-45 Fall 1995. A survey of 312 Illinois elementary schools found that 178 had intervention assistance teams. Questionnaires completed by 83 schools provided information about team effectiveness, team composition, strategies and supports, team process, and inservice training and development. Teams met the needs of 59% of students without resorting to formal special education referrals. (PB) UMI Report/ISSN: ISSN-1045-988X EJ516204

Wilson, K. G. (1994). Wisdom-Centered Learning: Striking a New Paradigm for Education. School Administrator v51 n5 p26-33 May 1994. Introduces an education reform model featuring 2 positive feedback loops: a 20-year apprenticeship system for teachers; and a continuous improvement system for classroom materials, curriculum, professional development, and classroom assessment. Continuing teacher education would emphasize deeper understanding of subject matter, mastery of improved classroom-management techniques and diverse learning needs, and coping with time constraints and schools' organizational environment. (MLH) Report/ISSN: ISSN-0036-6439 EJ483328

Winer, G. A., & Cottrell, J. J. E. (1996). Effects of Drawing on Directional Representations of the Process of Vision. Journal of Educational Psychology v88 n4 p704-14 Dec 1996. Four experiments involving 367 college students and 259 sixth graders demonstrate that children and adults, when asked to represent vision schematically, have a bias to draw arrows pointing away from the eye and toward a visual efferent. The role of this type of representation in learning is discussed. (SLD) Report/ISSN: ISSN-0022-0663 EJ540337

Winter, P. A. (1995). Vision in School Planning: A Tool for Crafting a Creative Future. School Business Affairs v61 n6 p46-50 Jun 1995. Provides school administrators with three managerial aids to assist in creating an organizational vision: (1) an operating definition of the vision concept; (2) a planning framework to support vision creation and implementation; and (3) a specific method for leading school organizations through the visioning process. (MLF) UMI Report/ISSN: ISSN-0036-651X EJ508218

Wolfe, D. M., & Others, A. (1992). A New Vision for Administrators: A Facilitative Paradigm for Site-Based Management. STRATE Journal v1 n1 p51-54 Win 1991-92. Examines factors which enhance teacher empowerment, noting that site-based management is often discussed concurrently with empowerment; describes successes with teacher empowerment via interdisciplinary teams of students and faculty at the Virginia Governor's School for the Gifted in the Humanities and in the Visual and Performing Arts. (SM) EJ449406

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Zagoumennov, I. L. (1993). Shifting to a New Paradigm: School Reform in the Republic of Belarus. . International Journal of Educational Reform v2 n1 p36-40 Jan 1993. Explains the Republic of Belarus's new educational system, stressing its universal and democratic values, national-cultural foundation, scientific character, humanistic and ecological orientation, social and practical activities, encouragement of talent and erudition, and compulsory basic (nine-year) education focus. Describes types of educational institutions, governmental educational units, and school-based management efforts. (MLH) UMI Report/ISSN: ISSN-1056-7879 EJ457337

Zeece, P. D. (1994). How Can I Have Clear Vision When My Glasses Are So Cloudy?: Strategic Planning for Real World Child Care. Child Care Information Exchange n98 p6-9 Jul-Aug 1994. Effective strategic planning for child care programs should involve a four-step process that focuses on scoping, or studying, desirable program outcomes; collecting data, including identifying a program's vision, mission, and needs; planning, which involves setting goals and measurable performance indicators, as well as determining program strengths, weaknesses, opportunities, and threats; and implementing and evaluating. (MDM) UMI Report/ISSN: ISSN-0164-8527 EJ488416

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