Describes the rationale and design of the Zepeda/Saldate Spanish Language Proficiency Exam developed at the University of Arizona for use in evaluating the language proficiency of applicants for bilingual/bicultural teacher education programs. (JG)

Argues that the center of the educational leader's role should be maintaining, justifying, and articulating sound, comprehensive programs of instruction, rather than concentrating on administrative tasks such as collective bargaining, budgeting, and public relations. (JG)

Argues that a comprehensive educational system that makes use of varied community resources is needed to replace the traditional American school system, which no longer meets the changing needs of society. (JG)

Suggests that the process of curriculum change is becoming increasingly constrained by collective bargaining and argues that a systems model of collective bargaining must be designed that will be conceived as a consensus-building process and will integrate all the elements essential to the operation of a school district. (JG)

Outlines a comprehensive curriculum development model intended to define the school board's responsibilities in curriculum development and to ensure that the curriculum meets the needs and interests of all the publics to which the board is accountable. (JG)

Argues that tenure is necessary to protect the professional rights and freedom of classroom teachers and that the current criticism of tenure should be directed against the lack of meaningful teacher evaluation and staff development programs. (JG)

Discusses the problems facing school district curriculum leaders as a result of increasingly frequent legislative mandates affecting the schools and their curriculum. (JG)

Argues that it is both desirable and possible for thoroughly multicultural education to replace the current combination of a regular educational program supplemented by segregated special programs for minority students. (JG)

Argues that most current teacher preparation programs in the United States are inadequate, that no more than 200 academic institutions are capable of maintaining a competent teacher education curriculum, and that teacher preparation programs should extend at least two or three years beyond the junior year in college. (JG)

Many of the reforms embodied in the processes of open education have failed because they are grounded in the contemporary-relativistic world view, which is alien and threatening to most teachers, and because they often were installed without concern for teachers' attitudes or commitment to the reforms. (Author/JG)

Traces the historical development and rationale for compulsory school attendance laws and argues that lowering the age of compulsory education without providing viable options for the social development and self-realization of youth is to invite disaster for youth and for society. (Author/JG)

Despite declining public confidence in the schools, education does make a difference in both intellectual and monetary terms. A number of changes are needed, however, including better integration of educational research and practice with other social services, and the development of a more useful system of educational research and development.…