Three issues are addressed that bear on the integration of education and development within communities: the need for models, the power structure and how to use it, and values and ideologies to be applied in creating such community education and development programs. (MSE)

It is suggested that (1) employers feel that despite an employee's career or professional education, he will have to be retrained, and (2) those in the field of career and professional education must convince employers that educated workers can be intellectually sensitive and committed. (MSE)

It is suggested that the creators and participants of alternative higher education have fallen comfortably into a process of cooperation that alleviated the more obvious symptoms of alienation and dissent, and that it is time to deal with deeper issues of internal theory and organization, survival, and social change. (MSE)

The staff of West Moors Middle School in Dorset, England, contribute their experiences and ideas on the nature of middle school education for children aged 9-13. Student characteristics, school size, curriculum, and teaching practices are discussed. (SJL)

The author collected the views of 124 classroom teachers in Northwest England on national achievement testing, such as proposed by the APU, and its potential impact on classroom practice and faculty development. The majority opposed national testing, particularly norm-referenced testing, expressing concern about use of scores in teacher…

In the 1970s, comprehensive secondary schools were mandated in England. This article reports a study of the effects of reorganization on seven East Midlands secondary schools. From interviews with administrators, information was collated concerning curricular changes occurring since reorganization, the formal organization adopted, and internal and…

The author explores a number of issues which he feels will affect English schools, particularly comprehensive secondary schools, in the 1980s: standards (mixed ability teaching, testing, articulation); declining enrollment; parent/community participation in school governance; and external social change. Related trends in Europe and the United…

To gain perspective on current demands for accountability in England's schools, particularly the Assessment of Performance Unit (APU) proposals, the author looks at the history of school assessment procedures in England, noting that they've long played a dominant role in determining what is taught and how it is taught. (Author/SJL)

Citing information gained in his study of professional development programs in industry, retailing, and banking, the author proposes a new model for staff development in England's secondary schools, one based on self-assessment of individual needs and diversified training strategies. (SJL)

This article describes techniques for organizing curriculum in a one-teacher rural elementary school. Flexibility in grouping and teaching strategies, thematic approaches, and independent learning activities are emphasized. (SJL)

Research is reviewed on social development of young exceptional children, with discussion of findings in the following topic areas: age differences, sex differences, the role of objects in social interactions, familiar vs. unfamiliar peers, group size, and setting. (CL)

Advantages and disadvantages of methods to evaluate sociometric outcomes of mainstreaming (sociometric assessment, nomination methods, rating scale method, paired comparison method, and variations on nomination and rating scale methods) are considered. (CL)

Behavioral assessment methods for measuring the social development of exceptional children include teacher nominations, rankings, rating scales, and checklists. Use of direct observation procedures in analogue (simulated) and naturalistic settings can pinpoint antecedents and consequences of social behavior and provide goals for intervention. (CL)

The authors cite research on personal attributes and overt behaviors of popular normal children and popular exceptional children, concluding that similar factors are involved. Further research is cited to show a relationship between disruptive behavior and the social standing of exceptional children. (CL)

Educable mentally retarded children who are mainstreamed are likely to have social problems due to personological concerns (maladaptive behavior, labeling) and environmental concerns (teacher attitudes and expectancies, peer attitudes). (CL)