The untimely death of Charles Cheng inspired this article analyzing current thinking on leadership. Reasons are offered for why both theoretical and practical discussions of educational leadership must recognize cultural diversity. (Author/MLF)

Sussex Central High School in Georgetown, Delaware, uses the local newpapers and radio stations to broadcast the good news about the school and sends postcards to the parents whenever a student deserves a pat on the back. (Author/MLF)

Stuart Rankin, Assistant Superintendent for Research, Planning, and Evaluation of the Detroit, Michigan, Public Schools, talks about creativity in educational planning. (Author/MLF)

A series of 30 television lessons is one effort toward helping to solve the problem of teenage pregnancy and parenthood. (Author/MLF)

Much that schools have attempted to perform could be better accomplished by community-based education that would link older adults and youth. Intellectual development and citizenship are uniquely the responsibility of the schools. (Author/MLF)

Sixteen educators and noneducators comment on John Henry Martin's proposal to narrow the goals of schooling and involve others more fully in the education of adolescents. (Author/MLF)

A curriculum is proposed that presents all subjects as a stage in humanity's historical development. The philosophies of science, history, language, and religion would be taught, and there would be strong emphasis on classical forms of artistic expression. (Author/MLF)

The nation's oldest college is reforming its general education program to meet the challenge of the 1980s. What it does and how well it works may have profound consequences, not only for higher education, but for the high school curriculum as well. (Author)

All adolescents need to learn the skills, attitudes, and knowledge that relate to the needs of youth and the problems of living in a democratic society. (Author/MLF)

A 46-member commission that reviewed every course in the Scottsdale (Arizona) high schools recommended new graduation requirements and a way to protect curriculum priorities. (Author)

The need for affective education has been expressed throughout the history of public schools. Justification for moral education today can be made on the basis of any of the five most common types of needs: normative, felt, expressed, comparative, or anticipated. (Author/MLF)

Moral education takes thorough preparation. Prepackaged programs are no substitute for well-qualified teachers. (Author)

Foreign language study in elementary schools is making a comeback. Three models of innovative elementary language programs are presented. (Author/MLF)

Because an educated citizenry is crucial to our society, quality education should be guaranteed and not left to chance. (Author)

When teachers prepare their own curriculum outlines, crucial issues come to the surface, promoting examination of what teachers believe about themselves, about children, and about teaching. (Author/MLF)