Schools should use good sense and scientific research to decide what, when, and how mathematics should be taught. (Author)

Individually Guided Education (IGE) has been promoted to schools through two agencies: The Institute for Development of Educational Activities, Inc. (I/D/E/A/), and Wisconsin R & D Center for Individualized Schooling. The problems IGE has experienced and the role of the supervisor are discussed. (Author/MLF)

Cites some examples of programs in which students develop basic skills in connection with meaningful activities. (Author/MLF)

A Chicago project used the concept of the extended Black family and the interdependence that exists within that relationship to develop a peer-group/cross-age tutoring program as a strategy for teaching and/or reinforcing reading skills. (Author)

How teachers do what they do is the heart of the "silent curriculum." Research studies show how interpersonal relationships with students can be taught to teachers, and how teachers can change as a result. (Author/MLF)

Television, with its undeniable impact, is here to stay. Educators should learn to use the medium to their advantage instead of constantly decrying its content. (Author)

Presents the history, requirements, and some of the effects of PL 94-142, which is intended to help schools provide equity and quality in education for children who need more care, attention, and understanding than most. (Author/MLF)

Mainstreaming handicapped students without providing adequately for their special needs is malpractice and may lead to litigation. (Author)

Contends that if school systems and their professionals carry out their legal and professional responsibilities to their handicapped students the likelihood of judicial intervention is minimized. (Author/MLF)

Reviews research on the effect of school integration on the achievement and self-concept of students, finds it noneffective, and contends that the entire issue of integration needs to be reviewed. (Author/MLF)

Examines the effects of school desegregation by suggesting some reasons why those who review the research might misinterpret or misrepresent the evidence; and by summarizing what is known about two significant types of outcomes--academic achievement, and busing and "white flight." (Author/MLF)

Eight years of research show there is a way to improve race relations in desegregated schools: the creation of multiracial, cooperative learning teams in classrooms. (Author/MLF)

Neither desegregation nor testing programs are sufficient to guarantee equal opportunity. A comprehensive effort will be required if both equity and quality are to be achieved in public education. (Author/MLF)

Prescriptive instruction should be developed for all students, ensuring that each will have the opportunity to achieve to the maximum of his or her ability. (Author/MLF)

Focuses on the ways in which the socialization and education of women in our culture inhibit the full development of their potential. (MLF)