To investigate children's ability to infer their relative academic ability even when instructional groups are not overtly ranked, the author studied the level of agreement between individual junior-school pupils, their peers, and their teachers on class positions in English, mathematics, and creative writing. Agreement on rankings was high.…

The author discusses the advantages of student self-government and describes the work of student committees at Belper High School, Derbyshire, in setting up a student coffee shop, planning school sports, and orienting new students. (SJL)

The author proposes a design for science instruction in the middle school years, ages 9-13. (SJL)

The process of school self-evaluation outlined here suggests that, as a first step towards providing relevant information to the community, the school study itself. The major aspiration is for teachers to describe and share professional practice with colleagues. (Author/SJL)

Recommendations to improve the flexibility of university management, the division of labor and tasks among institutions of higher education, and the characteristics of the national methods for policy-making are discussed. The present crisis of higher education is explained as forthcoming from developments from the 1960s and 1970s. (Author/MLW)

Two interconnected problems are implicated in every model of state funding of universities: (1) every decision on norms, parameters and standards creates specific incentives in the system, often in unintended ways and unforeseen directions; (2) every model is an expression of the relationship between the state and universities. (Author/MLW)

The problem of having two "cultures" (the scientific and the literary) that do not communicate with each other, resulting in difficulty in adapting to the scientific revolution, is discussed. Another gap in society is identified: universities are sources of innovative ideas, but society does not exploit them. (Author/MLW)

Since 1975 the allocation of the academic staff at the University of Leyden has been based on a limited range of tasks and means. An allocation model for technical and administrative staff is described. Some remarks covering aspects related to the structuring of models are provided. (Author/MLW)

Data from a 1979 survey of American state agencies for higher education indicate that obstacles to modifying and/or terminating academic programs can be placed into eight categories. The eight categories and a variety of coping devices are discussed, and a conceptual coping process model is proposed. (Author/MLW)

Investigations are described that were carried out by the Centre d'Information de Documentation et d'Orientation of the Rene Descartes University to find an answer to the counseling problems arising from student admission, through coursework, and upon leaving the university to start a career. (Author/MLW)

Argues that past federal efforts to assist the disadvantaged through categorical aid programs like Title I have failed because they fragmented the school program and created bureaucratic overload. Sees the real hope for poor children in quality principals and teachers. Condensed from "The New Republic", April 18, 1981, p20-23. (Author/SJL)

The author urges school boards to respond to retrenchment by cutting back on all school activities except those necessary to providing a sound, basic education. He presents the Council for Basic Education's definition of this concept. Condensed from "Basic Education", March 1981, p3-5. (Editor/SJL)

Presents 11 guidelines, based on constitutional requirements, to help the school administrator to develop a firm and fair student discipline code. Condensed from "A Legal Memorandum", March 1981, published by the National Association of Secondary School Principals, Reston, Virginia. (Editor/SJL)

Refutes six common misconceptions about Piaget's theories, including their educational implications; Piaget's position on heredity v environment; and the relationships between developmental stages, age, and brain growth spurts. Condensed from "Impact on Instructional Improvement", Winter 1981, p7-11. (SJL)

Characteristics of three experimental programs used to compare participants to each other and to a group of students in the regular curriculum are identified: development of logical thought, broader educational development and career development, and academic characteristics. The programs and their evaluations are described. (Author/MLW)