Wide-ranging discussion about family structure, society and individuals, a curriculum for caring, and involving the school in the community. (MLF)

Some schools do a poor job of preparing youth for responsible adulthood. The root problems seem to be failure to perceive adequately the urgency of the socialization problem and the tendency to oversimplify the measures needed to correct the situation. (Author/MLF)

Teachers and students socialize one another in a reciprocal relationship. They both win--or lose--depending on the teachers' awareness and understanding. (Author)

The societal curriculum is that learned from family, peer groups, neighborhoods, mass media, and other socializing forces. Ways are suggested to use the societal curriculum in the classroom to increase critical awareness and analytical ability. (Author/MLF)

A longitudinal study was conducted of over 2,000 young men through high school and for five years beyond. This excerpt from Volume VI of the Youth in Transition series presents a number of the authors' recommendations. (Author/MLF)

An essay review of Volume VI of the Youth in Transition series. (MLF)

In a response to a review of Volume VI of the Youth in Transition series, the authors discuss how competency testing can be used to improve basic education. (MLF)

Society must create--in connection with schools or apart from them--new ways to help young people learn about "becoming adult." (Author)

Students in Allegheny County, Pennsylvania, are leaving the school to spend as much as a full semester learning about the adult world. (Author)

High schools should be as concerned about placement of students who do not go to college as with those who do. (Author)

A survey of 628 young men and women who had graduated in 1970. The graduates were asked to respond to questions regarding their protest activities during high school and their present political and social activities and concerns. (Author/MLF)

Describes positive results from programs that build family interaction and children's academic achievement without duplicating the school. (Author/MLF)

Relevance is a function of how much substantive change a subject introduces into a student's life. This can occur when teachers bring real dynamism into the classroom and inject imagination into teaching. (Author/MLF)

Another in a series of articles summarizing results of a study sponsored by the National Science Foundation, discusses the minimal impact of curriculum revision due to the extraordinary social complexity of schools and systems. (Author/MLF)

Responses from 85 central office supervisors in Louisiana asked to describe actual job experiences that resulted in positive and negative attitudes toward their work. Their main sources of job dissatisfaction were interpersonal relations and school policy and administration. Sources of satisfaction were achievement and recognition. (Author/MLF)