Parnes, Herbert S. (1986). Developing Human Capital. Information Series No. 306. This policy paper explores the nature and significance of human capital development. Its intended audience includes policymakers, students and researchers, and citizens who bear the ultimate responsibility for public policy. An introductory section defines human capital broadly to include all productive capacities acquired at some cost and emphasizes the diversity of the processes that develop such capacities. The remainder of the paper focuses exclusively on educational and training processes that contribute to preparation for work. Section 2 is a descriptive inventory of the extent and nature of such processes. Four major categories of institutions that play a role in these processes are described: formal preschool programs, regular education, adult education and training, and federally financed employment and training programs. Section 3 reports the best available evidence on the effectiveness of four major systems of human capital development: Head Start, public primary and… [PDF]

(2000). Workplace Mentoring Guide For Education, Business and Industry Partners of Connecticut's School-to-Career Initiative: Connecticut LEARNS. This document is a guide to workplace mentoring that is intended to assist individuals who are interested in or involved in placing students in work-based learning experiences as part of Connecticut's school-to-work initiative, Connecticut Learns. The following are among the topics discussed: (1) the purposes and principles of workplace mentoring; (2) the role of workplace mentoring in Connecticut Learns (the organization of Connecticut's school-to-career system and its school-based learning, work-based learning, and connecting activities; the principle of "all aspects of the industry"; Connecticut's work-based learning continuum; and Connecticut's career clusters); (3) benefits of workplace mentoring to students, employers, mentors, the community, and schools; (4) strategies for recruiting workplace mentors; (5) characteristics of effective workplace mentors; (6) evaluation; (7) mentor roles and responsibilities in the areas of orientation, support, and development of… [PDF]

(2001). Standards for Professional Development Schools. This project involved field testing and revising the "Standards for Professional Development Schools" (PDSs) and developing an assessment process for their use. Eighteen PDS partnerships participated. They provided information and feedback, developed self-studies, hosted team visits, worked on visiting teams, and volunteered in ongoing work groups throughout the project. Representatives from the PDSs and members of the national advisory group collaborated to learn about the standards and about hosting visits and being a visiting team member. They collaboratively designed the process through which they could learn about the standards in order to revise them and learn how they could be used effectively to support and identify quality work in PDSs. Data collected during the field test provided the basis for making revisions. An introductory section discusses what PDSs are, why they are important, why PDS standards are important, how the standards were developed, key… [PDF]

(1987). From Minority to Majority: Education and the Future of the Southwest. A Report and Recommendations by the WICHE Regional Policy Committee on Minorities in Higher Education. Recommendations presented to the states of Arizona, California, Colorado, New Mexico, and Texas represent both an assessment of the demographic and educational challenges faced by these states, in which minority populations will become the majority in the foreseeable future, and a call for action to deal with these challenges. The report is the product of a committee of state policymakers, business leaders, and educators. It reviews demographic facts and economic consequences of population changes, particularly in the area of education. Twenty recommendations are related to the following goals: (1) education for a multicultural society (e.g., recognize student diversity and reflect it in educational policies and practices; expect all students to succeed); (2) keep minority students in school (e.g., provide a core curriculum at the elementary and secondary levels that challenges and prepares all students); (3) double the proportion of minority college graduates (e.g., improvement… [PDF]

Bemis, Dodie; Kucker, Marsha; Smith-Rockhold, Gloria; Wiese, Vickie (1998). Parents as Partners in Career Education. This document is a compilation of materials on improving parent involvement in career education. Section 1 contains the following informative materials and exercises: a parent's guide to the career development alphabet, involvement continuum, self-assessment, influences on parents' career decisions, and parental influence exercises; and sample action plan for parent involvement. Section 2 provides information on the following: the changing workplace, future trends, job skill level changes, fastest growing occupations, earnings in various occupations, nontraditional careers, career decision making, and job clusters. The materials in section 3 focus on why parents should be involved: how parents make a difference, helping teens identify interests and abilities and acquire skills, parental involvement checklist, and tool for planning family involvement. Section 4 provides materials on how parents can be involved: parent roles in education, investigating careers activities, parent… [PDF]

Davis, William E.; McCaul, Edward J. (1990). At-Risk Children and Youth: A Crisis in Our Schools and Society. This monograph presents a synthesis of current concerns and information relative to at-risk children. The report summarizes and discusses major issues concerning contemporary definitions of \at risk,\ the history of concern over at-risk children, general factors and conditions involved in placing children at risk, and contemporary issues regarding this population. The report is divided into 12 sections. Sections I through III contain a preface, an executive summary, and an introduction. Section IV presents at-risk definitions. Section V provides a historical perspective. Section VI discusses forces and factors that place students at risk. Section VII examines programming for at-risk students. Section VIII explores the establishment of student at-risk programs at the local school level. Section IX discusses and examines implications of the following: (1) impact of changing demographics; (2) attitudes toward diversity; (3) value conflicts between student and school; (4) personnel… [PDF]

Ladson-Billings, Gloria (1991). When Difference Means Disaster: Reflections on a Teacher Education Strategy for Countering Student Resistance to Diversity. A required course for elementary education majors at Santa Clara University (California), "Introduction to Teaching in a Multicultural Society," evolved during a 6-year period. The course moved from one with an emphasis on promoting equity, tolerance, and improved human relations through curriculum and instructional strategies to one that encourages a critical examination of racism and other forms of oppression with th objective of developing student empathy and advocacy. The course currently uses documentary films and videos to provide students with graphic and controversial views of the United States and a world they did not know existed. In addition, students read articles about race and ethnicity from various points of view and are asked to position themselves ideologically. The teaching methods have also changed from lecture to group discussion and activities designed to provoke thought and encourage student interaction. To increase social awareness, students are…

Feldman, Allan (1995). Conversation in Teaching; Conversation as Research: A Self-Study of the Teaching of Collaborative Action Research. A self-study is reported in which the researcher explored the possibility of using a university course on action research to promote the development of professional community, an examination of power relations, and a sense of recognition among teachers enrolled in the course of their own expertise. Approximately 20 participating teachers in each of 2 courses collaborated in small group, large group, written, and one-on-one conversations to examine and research their own pedagogical methods and practices. The model of action research chosen was that of enhanced normal practice, in which teachers collaborate through the mechanisms of anecdote-telling, experimentation with new ideas, and systematic inquiry. A variety of methods were used to promote conversation among students, including electronic mail, research notebook response groups, data workshops, and oral final presentations. Participants found these conversations useful for the selection and clarification of starting points for… [PDF]

Moore, Rock; Suleiman, Mahmoud F. (1996). Instilling Civic and Democratic Values in ALL Students: A Multicultural Perspective. The key elements of promoting human traits such as building trust through proactive communication, empowering individuals, affirming civic values through diversity, serving as a symbol, and increasing accountability and responsibility as they relate to teachers and students are the focus of this article, which provides educators with useful guidelines to instill these virtues in themselves and their students in U.S. schools. It also offers suggestions for playing the role of cultural mediator in democratic institutions. If teachers are to promote global and multicultural perspectives in their leadership roles, they will need to develop new plans of interaction in diverse settings. This should be the axiom on which reflection, dialogue, and action in academic institutions are based. Teachers as civic leaders must work with students and collaborate with other educators in myriad ways to create a communal democratic culture at schools. A pragmatic model is presented to enhance… [PDF]

Saint, William S. (1992). Universities in Africa: Strategies for Stabilization and Revitalization. World Bank Technical Paper No. 194, Africa Technical Department Series. This publication presents the results of a study on how to overcome the current crisis of quality, relevance and finance in African universities. The analysis developed from the 1988 policy study, "Education in Sub-Saharan Africa," and discussion within the Donors to African Education Working Group on Higher Education. In 12 chapters the report catalogues the accomplishments of African universities, identifies current problems, and signals likely solutions. Chapter 1 describes the need for renewal in the context of accomplishments. Chapter 2 looks at the scope of the problem, discussing enrollments, finances, educational quality and relevance. Chapter 3 treats institutional effectiveness including national roles, national needs, research for development, community service, access and diversity, and assessment. Chapter 4 reflects on university/state relations. Chapter 5 details progress and potential for financial diversification and related issues. Chapter 6 examines…

Ainley, John; And Others (1982). Resource Allocation in the Government Schools of Australia and New Zealand. A Summary of the Reports of the Staffing and Resources Study. ACER Research Monograph No. 15. This summary provides an overview of three reports comprising a study of resource allocation policies through various organizational structures at both the education system and school levels. An introduction briefly reviews related research and outlines the overall structure of the study, citing some issues of special concern: the balance between primary and secondary staffing allocations; the determination of staffing formulae; alternative staffing methods using aides, specialists, ancillary staff, and part time teachers; teacher workload and noncontact time; flexibility in school staff deployment; implications for staffing policy of various teaching methodologies; effects of alternative staffing practices; system responsiveness to school needs; and the problem of regionalism and staff allocation. The remaining three chapters condense the findings of the individual reports–a comparative study of education systems allocation, a school-level study based on survey data on patterns of… [PDF]

Greenawalt, Charles E., II (1996). Returning to Education Reform. Issue Brief. With the failure of the Pennsylvania General Assembly to adopt the governor's education reform package, the time is opportune to review the major problems with education in Pennsylvania and some actions that would relieve these problems. The main symptom of education problems, in Pennsylvania as in the nation as a whole, is weak academic performance. Contributing factors include: (1) the equity issue in educational finance; (2) the limited leverage schools possess in children's lives; (3) the lack of clear, unambiguous academic standards and expectations; (4) the lack of reliable data about educational results for parents and the public; (5) the limited consequences of poor academic performance; (6) the lack of systemic accountability for educational results; (7) the fact that power in education rests with the producers and not the consumers; (8) near-monopoly control of education by the establishment; (9) gridlocked educational decision making; (10) the complacency of average… [PDF]

Daoud, Annette (1994). City College of San Francisco Accountability Atlas: Annual Report of Institutional Effectiveness, Fall 1994. The Accountability Atlas presents information about the students, programs, staff, and services of the City College of San Francisco (CCSF), California. Most of the information is for the 1993-94 academic year, with some longitudinal data provided. The atlas is divided into the following six chapters: student access; student success; student satisfaction; staff composition; fiscal condition; and local indicators. Each chapter begins with a definition of the accountability area, a list of performance indicators, master plan goals, and student equity indicators. Data tables provide information on the following indicators: (1) general participation; (2) transition from high school and sources of new students; (3) financial aid; (4) categorical programs; (5) matriculation; (6) basic skills and English-as-a-Second-Language enrollment; (7) student persistence; (8) course completion; (9) degree completion by field of study; (10) transfer; (11) job placement; (12) access; (13) instruction;… [PDF]

Eichenlaub, John L., Jr. (1992). In Search of a Multicultural School: A Study of Cuyahoga County Suburban School Districts. Whether the suburban schools districts surrounding Cleveland (Ohio) can be characterized as multicultural in terms of their policies, and, by implication, their practices, was studied through analysis of school district annual reports from 14 districts. The percentage of minority students ranged from 1.9 percent in the Cuyahoga Heights district to 51.5 percent in Shaker Heights. Each district's report was examined for the existence of a defined multicultural policy; a policy for parent involvement; an instructional policy reflecting cultural sensitivity and equity in selection of textbooks, instructional materials, and instructional practices; and the degree to which school culture reflected the student body culture as measured by the comparison of student body composition and staff racial composition. None of the districts scored well on all the criteria, and only two scored well on more than one criterion. No school district among those studied could be said to have more than half… [PDF]

Clague, Monique Weston (1992). Hiring, Promoting and Retaining African American Faculty: A Case Study of an Aspiring Multi-Cultural Research University. ASHE Annual Meeting Paper. This paper presents the findings of a committee at the University of Maryland (College Park) charged with studying the effectiveness of programs on campus aimed at achieving higher rates of participation and success for black faculty. Fourteen sections present results of the committee's survey and interviews, examination of specific issues, and recommendations for the future. Section I describes the charge of the committee, the context for the committee's work, and the nature of the study. The second section looks at data on UMCP faculty and discusses how to compare that data usefully with that of other institutions. Section III looks at faculty advancement and minority success. Section IV presents findings of a survey on job satisfaction. Section V discusses faculty expectations given by the hiring process. Section VI looks at how department chairs can help or hinder young faculty aiming for tenure. Section VII describes faculty collegiality and its value. Section VIII looks at… [PDF]

Fisher, Peter J. (1999). Teachers' Views of the Nature of Multicultural Literacy. A study used focus groups to determine what teachers from a variety of settings think should be the multicultural content of literacy courses for preservice teachers. The three focus groups consisted of a total of 22 preschool through high-school teachers, all of whom taught, or had taught, in culturally and/or linguistically diverse settings. The groups were asked to respond to two questions: What is the nature of multicultural literacy? and What implications does this have for the teaching of preservice literacy classes? Field notes were taken and the sessions were tape recorded. General categories of the content of the discussion were developed for each group, and then comparisons were made across groups. Multicultural literacy for most of these teachers could be broken down into two ideas–what counted as multicultural, and how ethnic and linguistic diversity affected learning. Some teachers had wider definitions than others, but for almost all of them the result of their… [PDF]

Chirichello, Michael (2001). Preparing Principals To Lead in the New Millennium: A Response to the Leadership Crisis in American Schools. There are about 80,000 public school principals in the United States. The Bureau of Labor Statistics estimates there will be a 10 percent increase in the employment of educational administrators of all types through 2006. The National Association of Elementary School Principals estimates that more than 40 percent of principals will retire or leave their positions during the next 10 years. As the need for principal leadership increases, the pool of qualified candidates is decreasing, particularly in urban districts. In an effort to uncover what effective leadership is all about, policymakers are seeking to answer three questions: (1) What kind of educational leaders do we need? (2) Where do we find them? and (3) How do we prepare principals to lead? This report considers solutions to these questions using the notion of shared leadership as a philosophical basis. These solutions would result in new standards of school organization, creating a shift in roles, responsibilities, and… [PDF]

Hirabayashi, Lane Ryo, Ed. (1998). Teaching Asian America: Diversity and the Problem of Community. This collection of essays examines the wide range of approaches and emphases within the teaching of Asian American Studies (AAS), offering constructive insights into the tensions between diversity and community and into the different dimensions of AAS. After an introduction by L. R. Hirabayashi, the anthology is divided into two parts. Part 1, "Embracing Diversities," includes the following essays: (1) "Queer/Asian American/Canons" (D.L. Eng); (2) "Teaching Asian American History" (G.Y. Okihiro); (3) "'Just What Do I Think I'm Doing?' Enactments of Identity and Authority in the Asian American Literature Classroom" (P.A. Sakurai); (4) "The Case for Class: Introduction to the Political Economy of Asian American Communities in the San Francisco Bay Area" (B. Kobashigawa); (5)"Critical Pedagogy in Asian American Studies: Reflections on an Experiment in Teaching" (K. Osajima); (6) "Unity of Theory and Practice: Integrating…

Arboleda, Jairo; Levinger, Beryl (1983). Measuring the Child Quality of Life: Issues and Options. A Child Quality of Life Index (CQLI) should be developed in order to realize three objectives: (1) to raise the consciousness of decision makers, prospective donors, field workers, and community members concerning the needs of children; (2) to assist field workers and community members in planning specific programs to meet the priority needs of local children; and (3) to promote enhanced coordination and communication among organizations working to address the needs of children, their families, and communities. Available options for formulating a CQLI include a modified physical quality of life index, normative and non-normative micro-assessment tools, and a combination of micro and global approaches. Concerning (1) sub-scales for age groups, (2) multiple indicators in a small number of sectors, (3) selection of measures, (4) equity considerations in developing countries, (5) practicality, (6) selection of indicators most amenable to intervention strategies, (7) identification of… [PDF]

Lewis, Anne (2001). Add It Up: Using Research To Improve Education for Low-Income and Minority Students. This guide explains how low-performing schools can become high-achieving ones, using information from studies of Title I schools. It presents practical ideas from these schools and communities as well as the research base behind their success. The nine chapters are (1) \Five Steps to a Good Start\ (e.g., help parents understand how children's social and learning abilities develop); (2) \Four Steps for Setting the Course\ (e.g., set academic success of all students as the school's mission); (3) \Five Ways To Serve Families and Thus Help Students Succeed\ (e.g., use nontraditional forms of communication to reach out to parents); (4) \Five Ways To Assure Quality Teaching\ (e.g., hold teachers responsible for student achievement); (5) \Four Essentials for Setting and Supporting High Standards\ (e.g., create small learning environments); (6) \Six Ways to Tell If Your School Is Serious about Teaching Reading and Math\ (e.g., emphasizing pre-reading skills in preschool and kindergarten);…

Ford, Bridgie Alexis, Ed. (1998). Compendium: Writings on Effective Practices for Culturally and Linguistically Diverse Exceptional Learners. Derived from two national multicultural symposia, this compendium focuses on an array of topics that combine research and educational practices for youth from culturally and linguistically diverse backgrounds with disabilities and/or gifts. Specific papers include: (1) "Parent-Involved Social Skill Instruction and the Perceptions of Children At Risk and Children with Normal Achievement and Development (Brenda L. Townsend and Richard L. Simpson); (2) "Participatory Action Research Involving Families from Underserved Communities and Researchers: Respecting Cultural and Linguistic Diversity" (Ursula Markey and others); (3) "Promoting Inclusion through Exito: An Integrated Assessment and Instruction Professional Development Model" (J. S. de Valenzuela and others); (4) "Intervention Strategies for CLD Students with Speech-Language Disorders" (Li-Rong Lilly Cheng); (5) "A Study of Effective Instructional Practices by Monolingual English Speaking and… [PDF]

(1997). Let's Ask the Students…Kentucky, Tennessee, Virginia, and West Virginia Students Talk about Schools and Change. Studies indicate that information provided by students may contribute to successful implementation of educational innovations, but educators seldom seek out student perspectives. In April and May 1997, over 160 high school students participated in 16 focus groups in Kentucky, Tennessee, Virginia, and West Virginia. The students were primarily seniors and represented various achievement levels, career paths, extracurricular activities, genders, ethnic backgrounds, and attitudes toward school. They attended eight rural high schools in Kentucky and West Virginia, three urban school divisions in Virginia, and four suburban or small-town schools in Tennessee. The students discussed the strengths and weaknesses of block scheduling and year-round schooling, technology, school safety, quality of education, significant learning experiences, teaching, school-to-work opportunities, student activities, inclusion and diversity, parent involvement, and student voice. In general, students gave… [PDF]

Clarke, Julian; Speeden, Stuart (2001). Then and Now: Change for the Better?. This report investigates whether strategies employed by the United Kingdom's Commission for Racial Equality (CRE) have been effective in furthering racial equality. It examines the way that CRE strategies have responded to a range of changing conditions, and it looks at the value of this experience in shaping the CRE's future strategies. Section 1, "Racial Equality: A Changing Context," discusses immigration and race relations, Britain's ethnic minority population, and discrimination, disadvantage, and diversity. Section 2, "Combating Discrimination," highlights: 1977-84 (testing the law), 1985-93 (promoting equal opportunities), and 1993-00 (campaigning for equality). Section 3, "Good Race Relations: Conditions for Equality," discusses challenging racial harassment and majority prejudice, supporting representation and inclusion, and scrutinizing state activity. Section 4, "A New Regulatory Framework," examines pressures on government, the… [PDF]

Livingston, Lynn M. (1995). The Landscape Transformed: A Law-Related Interdisciplinary Approach to Multicultural Education. A Study for the Klingenstein Program. This project paper for the 1994-95 Klingenstein Fellows Program at Teachers College, Columbia University (New York), examines the philosophical and pedagogical underpinnings of an interdisciplinary law-related curriculum for secondary students. The proposed interdisciplinary law-related curriculum focuses on issues of human rights, civil liberties and environmental justice to advance multicultural and global perspectives necessary for citizens of the 21st century. Its goals are for students to be comfortable with cultural diversity, work to achieve social justice internationally, and advance social inclusion of diverse groups within our pluralistic democracy. The curriculum is based on constructivist principles and is intended to provide students opportunities to examine real-life problems in anchored instructional situations; to develop reflective skills, attitudes, and values; and to use their intellectual knowledge in moral, ethical, or political contexts. Part 1 of this paper… [PDF]

Collins, Angelo (1990). A Teacher's Portfolio–What Is Necessary and Sufficient? (A High School Biology Unit Plan as an Example.). Unit plans presented by 18 high school biology teachers as part of portfolios designed to represent their work were compared. Portfolios are increasingly being considered in the assessment of master teachers, beginning teachers, and preservice teacher candidates. The research staff of the Stanford University Teacher Assessment Project designed a portfolio development process and guided/assisted the participants as they developed their portfolios. The 18 teachers were chosen to represent diversity in experience and work conditions among biology teachers. The unit plan, one element of the total portfolio, was rated by 16 raters from the research team and the teaching profession. Teachers who developed acceptable plans had a minimum of three types of evidence: (1) the instructional sequence; (2) justification for inclusion of the topic in the syllabus; and (3) a reasoned or descriptive reflection about the successes and failures of the unit. The difference between acceptable and… [PDF]

Brown, Kara D. (2000). Learning To Integrate: The Education of Russian-Speakers in Estonia, 1918-2000. This thesis, covering the years 1918-2000, is divided into four chapters. Chapter 1 reviews the interwar history of non-Estonian education with particular emphasis on the diversity of the non-Estonian population, the legislation protecting the right of minority groups to mother tongue instruction, and the inclusion of Estonian language and civics courses in the curricula of non-Estonian schools. Chapter 2 examines the Soviet period with an emphasis on population shifts, the destruction of all non-Russian minority education, and the lack of attention to Estonian language in the Russian school curriculum. This chapter considers the debates over language and education in Estonia during the "glastnost" period. Chapter 3 examines the post-communist reforms in language education with particular attention to varying conceptions of integration, the need for improved Estonian-language programs in Russian schools, resistance to governmental reform, and the lack of material and human… [PDF]

Cesar, Margarida; Oliveira, Isolina (2005). The Curriculum as a Tool for Inclusive Participation: Students' Voices in a Case Study in a Portuguese Multicultural School. European Journal of Psychology of Education, v20 n1 p29-43. Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture. Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect for diversity, underlining the need to listen to all voices of a learning community. According to the sociocultural approach appropriating knowledge and developing competencies is a complex process. Interactive practices shape students' academic performances. Collaborative project work has been used to promote students' engagement. This action-research project developed an alternative curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up… [Direct]

(1997). Early Education Quality Improvement Project Profiles of Excellence: Exemplary Programs Serving West Virginia's Young Children and Their Families. This document describes the 25 exemplary programs serving young children and their families in West Virginia. The programs were participating in the final stages of a process for state recognition as an exemplary program by the Early Education Quality Improvement Project Committee of the Governor's Early Childhood Implementation Commission in West Virginia in 1996. Nominations for exemplary programs were submitted statewide, and the 25 programs described here were selected on the basis of an evaluation by a review committee in the following areas: parent activities, community involvement, collaborative partnerships, staff development, communicating with parents, marketing/public awareness, team planning, use of volunteers, community service, curriculum, inclusion, transition, and cultural diversity. Each of the program descriptions contains: (1) a brief description of the program and contact information; (2) ideas to share regarding programming; (3) advice from the program regarding… [PDF]

Downie, J. R. (2004). Evolution in Health and Disease: The Role of Evolutionary Biology in the Medical Curriculum. Bioscience Education e-Journal, v4 Article 3 Nov. Recent work has emphasised the relevance of evolutionary processes to medical thinking and practice. However, medical curricular revisions, in reducing basic science content, have often excluded evolution. This study establishes the extent of inclusion of evolution in UK medical courses, reports on the level of medical student rejection of evolution, and on student reactions to a special study module (SSM) approach to evolution's relevance to medicine. A questionnaire survey was sent to course directors of all UK medical schools on evolution in the curriculum. First year medical students completed a questionnaire on their acceptance or rejection of evolution. Students completing an SSM on Evolution in Health and Disease evaluated the course by questionnaire. Only 37% of responding medical schools included evolution in the curriculum. 10% of medical students surveyed did not accept long-term evolution, though most rejectors accepted that natural selection works within species…. [PDF]

Thomas, Noreen, Ed. (2002). Perspectives on the Community College: A Journey of Discovery. This monograph was designed to provide a comprehensive and enlightened view of the community college as it faces complicated new demands. It offers articles written by community college professionals, including the following: (1) \A Journey of Discovery\ by Albert L. Lorenzo; (2) \Organizational Readiness: Middle Age and the Middle Way\ by Cindy L. Miles; (3) \The Community College as a Learning-Centered Organization\ by Cynthia D. Wilson; (4) \The Recovery of Persons\ by Sanford C. Shugart; (5) \Cultural Diversity: Symbolism or Inclusion?\ by Sandy Sudweeks; (6) \Professional Development for a New Age\ by Rose B. Bellanca; (7) \Effecting a Successful Transition of Leadership\ by Ronald L. Baker; (8) \What the Experts Say: Leadership in Times of Uncertainty\ by Judith A. Maxson; (9) \The Evolving Community College: The Multiple Mission Debate\ by Thomas R. Bailey; (10) \Community Colleges in the Public Policy Arena\ by Katherine Boswell; (11) \Through the Looking Glass: Future… [PDF]