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This article is intended to formulate several points of interest in the study of various forms postmodern curricula take in our contemporary classrooms. A critical look at the state of the latter poses the question of accommodating the needs of an increasingly diverse student population. The answer lies in curriculum negotiations (Hyun, 2006) representing sustainable adaptability. However, in an era of accountability that prescribes the structure and sequence of curriculum, our schools (perceived as a social system) lag behind. Therefore, the connection our students develop among truth, knowledge, value, and their own petits ré cits -personal texts that weave the web of their public lives in and outside of schoolsrepresents the focus of future research into effective design, implementation, and evaluation of inclusive and student-centered curricula.

This article theorizes mentoring in higher education, particularly considering the gap that senior academic staff notice in terms of support after being granted tenure. Following discussions of the various definitions of the concept as well as the identification of its features and several operational models as found in the literature, the authors propose a model for mentoring of experienced college professors. The model in question capitalizes on parameters that characterize effective mentoring, while comparing the pre-and post-tenure experiences of senior academic staff. The focus of a prospective professional development program relying on mentoring should take into account contextual parameters that motivate seasoned college instructors as contributors to their institution's knowledge base and positive culture.

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This chapter provides background information related to K-12 online education, ranging from definitions to benefits and challenges. An in-depth analysis of the virtual learning landscape reveals the multitude of dimensions by which it could be evaluated, including the range of programs, service provider types, approaches to blended learning, kinds of instruction delivery, as well as levels of interaction within cyberspace. A proposed theoretical framework identifies academic programs/curricula, student support services, and virtual program/school administration as categories that connect the relevant literature review to recommendations for future research intended to inform policy-setting efforts aimed at supporting the further development of high quality K-12 online environments.

This chapter focuses on various factors requiring changes in higher education leadership, such as societal pressures, availability of financial support, labor market characteristics and expectations for job-ready college graduates, and the tension between institutional processes and the degree to which internal/external stakeholders are involved in decision-making processes. In this light, leadership development has become critically important in creating the necessary cadre of professionals committed to the mission and vision of institutions of higher education they lead. As a clearer focus on effectiveness and differential impact on the emerging leadership skills of participants is still needed, this chapter proposes a theoretical framework infusing andragogical principles into leadership development.

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