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"Chapters 1-3 provide an overview of philosophical ways of knowing and key ideas from the past. The next section (Chapters 4-6) focuses on young people their cultures, concerning issues and challenges. Using these beginning chapters as background Chapters 7-10 outline key ideas and theories associated with teaching and learning including examples of innovative schooling and global dimensions of technologies. The final section, Chapters 11 - 14 consider place-based connections and how best to maximise pedagogical practices through affordances or opportunities casually or deliberately made available"--

In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

ABSTRACTMy paper considers two questions relating to the roles that education in college and university degree programs and in continuing professional education (CPE) programs play in the social control of the public accounting profession. These questions consider how: (1) educators should respond to the possibility that outside stakeholders might misinterpret the effect of ethics education in accounting degree programs in colleges and universities and ethics-related CPE, and (2) CPE should be used in the public accounting profession's disciplinary process. An assessment process and content similarity are suggested as ways to approach issues raised by the first question. CPE is most appropriate as a sanction when a Certified Public Accountant (CPA) in public accounting unintentionally violates an ethical standard of the public accounting profession and an effort is being made to rehabilitate the CPA. However, if a CPA in public accounting intentionally violates an ethical standard of the public accounting profession, the appropriateness of using CPE as a sanction in an effort to rehabilitate the CPA is controversial and requires research. Both questions and their discussion in the paper draw on comments in Waithe and Ozar (1990).

"This book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running adult education programs. The book is for adult educators who have been asked to serve on assessment committees, produce detailed reports for funders and accreditors, create a culture of assessment within their program and organization, and/or develop reports for accountability purposes"--

SUMMARY: This paper explores issues concerning the integration of children with disabilities into mainstream schools and draws out the implications of the discussions for moral education. Social and personal theories of disability are reconciled to provide a basis for a moral education which bridges 'alternative' moral traditions. I argue that successful integration requires a moral education for teachers and pupils which encourages the development of both a 'caring justice' and a 'judicious care'.

The Council on Learning's Education and the World View (E and WV) project was conceived in the face of changed world circumstances that do not appear to be properly reflected in the American undergraduate curriculum. The E and WV project is surveying feasible and effective programs in international and global studies across the country, assessing what college freshmen and seniors know about the world, and, in its catalytic role in higher education, helping point the academic community and concerned leaders toward what is feasible and necessary for under graduate learning about the world. Because of the highly pluralistic nature of undergraduate education in the United States, its success in reaching its goals stresses the use of the intelligent and innovative eye of college and university faculty and the concern of administrators in the mainstream of the educational endeavor. By use of exemplary programs, a data base about college student global knowledge, and a series of publications on the findings, the E and WV project will provide the academic community with the tools that can be used in individual situations on particular campuses to remedy the present state of affairs and prepare a young citizenry that can survive in tomorrow's world, the Global Century.

This interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account, the balance between religion, culture and education, girls' right to education and the role of courts