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A prison setting, with its numerous clinical issues, is a valuable learning experience for the graduate art therapy student. Oftentimes, they see the correctional facility as a dangerous challenge and an intriguing unknown. However, confusion and ambiguity often emerge while providing art therapy services. A graduate art therapy program in a major university in the Southeast instituted an internship/research site in a prison setting for its graduates. Ongoing dialogue between the intern placed at this facility and her faculty supervisor revealed unique boundary issues, specifically those that involve time, space, materials, self-disclosure, and transferential issues. Through supervision, the intern gained further insight into different approaches to addressing these boundary concerns. This essay focuses on the intern's struggles with certain boundary transgressions and the supervisor's responses to her inquiries. © 2006 Elsevier Inc. All rights reserved.

This article focuses on the development of traits of self-regulation within vocational education and training (VET). This perspective is in accordance with the general objective of VET within the German speaking countries and is addressed in the objective "education and training for the ability of self-directed planning, regulation and evaluation of vocational performance". In order to foster these and other relevant abilities, specific vocational training programs were developed and implemented in a training center in Switzerland. One such program was evaluated in a longitudinal study. From 1999 to 2003, a cohort of more than 100 aprentices was monitored with respect to the development of vocational skills and traits. One of the instruments used was a German-language version of the Trait Self-Regulation- Questionnaire (TSRQ) by O'Neil and Herl (1988). Participants filled out the questionnaire 5 times in the course of their 4-year apprenticeship. In this article, a first focus of the data analysis is on the development of the traits of self-regulation over time, looking especially at self-efficacy according to Bandura (1997). Results indicate differential effects for subgroups among the trainees. In a second focus, the analysis reflects on the effects of using a self-evaluation instrument within the longitudinal study. In this respect, the issue of validity of measurement is under consideration. © 2006 Elsevier Ltd.

Growing concerns about retention and attrition rates in a mass and increasingly marketised higher education system have encouraged the idea that 'meeting learner needs' should be a key focus for institutional attention. It is suggested that this approach is unrealistic, however, because of the extent of the diversity which it attempts to respond to. An alternative response is to move away from the individualised focus on needs, deficits and 'support', towards a consideration of 'activities, patterns of interaction and communication failures', in relation to higher education pedagogical cultures. This move reconceptualises the idea of 'barriers to learning', attempting to understand how more subtle aspects of higher education pedagogical cultures may themselves be creating conditions which make it difficult, or even impossible, for some students to learn. Deliberately forging a middle path between conventional and radical approaches to pedagogy, the article attempts to identify examples of 'older' values and assumptions which may be positive and functional, and to separate these out from a number of other values and assumptions which, it is argued, may act to prevent students from being able to access new disciplinary worlds. © 2006 Society for Research into Higher Education.

We are nowadays so clued into the idea of GCE A-levels, five years at dental school, a year (or possibly two) of vocational training and then a career life-long learning process that the notion of anything less seems fanciful. And as for apprenticeships, well dental education has come on in leaps and bounds since those days. Hasn't it? Stephen Hancocks takes another look.

This article examines the impact of gender and 'race' on young people's perceptions of the educational and labour market opportunities available to them after they complete their compulsory schooling in England. Its findings are based on a study of the views of girls and boys about the government-supported 'Apprenticeships' programme, which, because it reflects labour market conditions, is highly gendered and also segregated by ethnicity. The research shows that young people receive very little practical information and guidance about the consequences of pursuing particular occupational pathways, and are not engaged in any formal opportunities to debate gender and ethnic stereotyping as related to the labour market. This is particularly worrying for females, who populate apprenticeships in sectors with lower completion rates and levels of pay, and which create less opportunity for progression. In addition, the research reveals that young people from non-White backgrounds are more reliant on 'official' sources of guidance (as opposed to friends and families) for their labour market knowledge. The article argues that, because good-quality apprenticeships can provide a strong platform for lifelong learning and career progression, young people need much more detailed information about how to compare a work-based pathway with full-time education. At the same time, they also need to understand that apprenticeships (and jobs more generally) in some sectors may result in very limited opportunities for career advancement. © 2006 British Educational Research Association.

Walter Edward Dandy (1886-1946) began his surgical training at the Johns Hopkins Hospital in 1910 and joined the faculty in 1918. During the next 28 years at Johns Hopkins, Dandy established a neurosurgery residency training program that was initially part of the revolutionary surgical training system established by William S. Halsted but eventually became a separate entity. Dandy's residents were part of his "Brain Team," a highly efficient organization that allowed Dandy to perform over 1000 operations per year, not counting ventriculograms. This team also provided rigorous training in the Halsted mold for the neurosurgical residents. Although exacting and demanding, Dandy was universally admired by his residents and staff. This article describes Dandy's neurosurgical residency program at Johns Hopkins, and provides personal recollections of training under Walter Dandy.

This article considers the prevalence of what have been termed 'training discourses' as dominant practices within a particular University of Technology, and discusses the implications of such discourses for teaching and learning. The rapid emergence of this training or skills discourse in Universities of Technology in South Africa, in preference to discourses that emphasise praxis (a combination of theory and practice) and, by implication, of social redress and transformation, is interrogated within the framework of the current emphasis on training for economic growth. While in some instances the training discourses could be considered empowering for students because of the inclusion of authentic, workplace practices, these discourses could also be considered constraining if they limit students ' ability to solve problems critically and creatively. The ability to adapt to new and changing workplace environments, this article will argue, could be better developed by a more developmental discourse of 'critiquing', 'knowing' and 'doing', rather than just 'doing'.

Many of the current policy debates in Europe focus on what kind of 'knowledge economy' or 'knowledge society' would be best in the future if it is to combine both economic competitiveness and social cohesion. Should European economies move increasingly towards the so-called Anglo-Saxon model of flexible labour markets and high employment rates-with the increasing income inequalities that attend them-or would some new form of the European Social Model be more appropriate for Europe's traditional concerns with matching economic competitiveness with social cohesion? This article explores the different models of the 'knowledge economy/society' which can be identified in the European Union and how different models of Lifelong Learning support these. The analysis is confined to western European member states, and some of their major OECD competitor states, since it is too early yet to identify knowledge economies in the transformation states of central and Eastern Europe. Whereas traditional political economy approaches typically present dualistic theories relating to the Anglo-Saxon and Social Market models, the author now identifies at least three major models of the knowledge economy/society in Europe, roughly corresponding to different geographical/cultural regions, and that these are indeed supported by different models of Lifelong Learning. Only one of these can be said to combine the concerns of economic competitiveness and social cohesion. © 2006 British Association for International and Comparative Education.

This article reports research in three Nottingham schools, concerned with (1) The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from, class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork, for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions. © 2006 SES.

Instruction and learning are increasingly based on competencies, causing a call for assessment methods to adequately determine competency acquisition. Because competency assessment is such a complex endeavor, one single assessment method seems not to be sufficient. This necessitates Competency Assessment Programs (CAPS) that combine different methods, ranging from classical tests to recently developed assessment methods. However, many of the quality criteria used for classical tests cannot be applied to CAPS, since they use a combination of different methods rather than just one. This article presents a framework of 10 quality criteria for CAPS. An expert focus group was used to validate this framework. The results confirm the framework (9 out of 10 criteria) and expand it with 3 additional criteria. Based on the results, an adapted and layered new framework is presented. © 2006 Elsevier Science Ltd.