Questions a national commission asks about matters that relate to the concerns of the child. (Author/MLF)

Young people need to rebel and to progress from childish gullibility, through disillusionment and doubt, to adult discernment. To do this they need standards to rebel against and adult judgments to test, accept, or reject. But educated adults no longer provide such standards and judgments. (Author/JG)

Argues that the generation gap is the collision of two distinct cultures--a youth culture and an adult culture. Each culture is expressed through verbal and nonverbal norms that enhance a feeling of group kinship but hamper communication with members of the other culture. (JG)

Discusses the characteristics of adolescent graffiti, analyzes recent trends in graffiti content, and argues that graffiti tend to reflect the same feelings and concerns uncovered by formal studies of adolescents conducted by sociologists and pollsters. (JG)

Children are cultural beings acting in terms of their own complex cultural definitions of their situation--definitions that the teacher needs to consider. (Author)

Television and television commercials are an important part of the environment that shapes today's students, and unless teachers recognize this, they will be attempting to teach space-age children using horse and buggy methods. (Author/JG)

Discusses the difficulties, conflicts, and dilemmas of growing up in America today and the positive steps that educators can take to facilitate this maturation process. (Author/JG)

Discusses the prevalence of "black" nonverbal behavior patterns among black and white adolescents alike and suggests that educators must learn to understand those nonverbal patterns in order to distinguish cues of active hostility from other types of behavior. (JG)

Discusses seven important issues that should be considered by educators in developing a minimal competency testing policy. (JG)

Argues that there is a major need for greatly increased exploration of personal approaches to good teaching and broader application of perceptual-humanistic thinking to all aspects of teacher education. (Author/JG)

Argues that most students become very similar with regard to learning ability, rate of learning, and motivation for further learning when provided with favorable learning conditions. Discusses the implications of that view for students, teachers and instruction, and school curriculum. (JG)