The president of the Association for Supervision and Curriculum Development examines the values and concerns of that organization throughout its history and presents what she sees to be its continuing commitments. (IRT)

Chronicles the history of the Association for Supervision and Curriculum Development. (IRT)

Curriculum balance is a conception rooted in an understanding of the nature and scope of cognition. It is not the case that certain cultural forms, such as the arts, to name but one example, are affective and mathematics cognitive. They are all cognitive. (Author/IRT)

Places emphasis on the role of the National Council for American Education and Allen Zoll in the early 1950s. (IRT)

Examines adolescents' attitudes toward the sociopolitical system and violence directed at the system as well as the implications of these attitudes for the social studies curriculum. (IRT)

Criteria that characterize competent teachers of the disadvantaged are concerned with the areas of academic preparation, preservice internships, personality, and continuous professional growth. (Author/IRT)

If maximal social growth and educational success are to be achieved for early adolescent learners, it is imperative for educators to become more knowledgeable of and responsive to the ethnic identification process as they design and implement instructional programs in middle and junior high schools. (Author)

Because the brains of 12-14 year olds are in a slow-growth period, middle schools should concentrate on developing maturity in existing cognitive skills rather than on introducing new skills. (IRT)

Middle schools may accrue many benefits by adopting concepts and practices from the early childhood education model. Two concepts are fundamental: learning must be based on developmental abilities, and learning occurs through action. (Author/IRT)

Values are essential for the improvement of instruction because values are the source of and support for teacher behavior and values bring consistency and commitment to that behavior. (Author/IRT)

Discusses recent trends and areas of interest in research related to leadership theories, based on a review of educational and social science literature for the period 1968-1975. (JG)

Argues that instructional supervisors must take an active role in instructional improvement and that supervisors should become directly involved in the development of a teacher evaluation system that is objective, systematic, and collaborative, with emphasis on the improvement process. (JG)

Briefly reviews several studies that point to a close relationship between administrative behavior and the productivity of teachers and pupils. (Author/JG)