Educational programs should give priority to experiences on which other experiences depend, to experiences that promote critical thinking, and that enable students to choose experiences worth pursuing and resolve value conflicts. (Author/MLF)

A successful bilingual program contains needs assessment, curriculum development models and instructional planning, planned evaluation processes, and a plan for initiating change. (Author/MLF)

An informal assessment of ten years of effort to achieve pluralism and shared values in schools. (Author/MLF)

Now 13 years old and maturing, the Elementary and Secondary Education Act was recently re-endorsed as the centerpiece of the federal government's commitment to equity and quality in elementary and secondary education. (Author/MLF)

A major study sponsored by the National Science Foundation yields a sobering picture of instruction in science, mathematics, and social studies. (Author)

A national study of mathematics education reveals mostly traditional content, textbook teaching, and little supervision. (Author)

The author defends humanism and humanistic education against the attack leveled against it by Alexander Solzhenitsyn in his Harvard address. (IRT)

Examines the Oregon program in which each school district establishes and measures its own set of competency standards. (Author/IRT)

Competency-based education asks educators and the public to give up decades of habits and assumptions regarding the structures and methods of schooling. (Author/IRT)

Curriculum decisions should be made with awareness of the gains already made, commitment to assessment of the conditions that exist and the work undone, sensitivity to the emerging needs of the students and the community, and with thorough knowledge of how change best occurs in schools. (Author/IRT)

The author describes a seven-part process model she used in planning alternative programs in response to changing student needs. (IRT)

Studies indicate that students who use materials chosen by their teachers score better than students using materials not chosen by their teachers even when the same materials are used. In one case 45 percent of the teachers studied had no direct involvement in the choosing of materials. (Author/IRT)

Discusses programs at the school district and intermediate service district level to build banks of promising programs that were developed at the local level. (IRT)