Charles Suhor, deputy executive director of the National Council of Teachers of English (NCTE), responds to Allan Glatthorn's charge that the NCTE is reluctant to offer specific recommendations about curricular content. (TE)

Contends that school science programs should return to the visionary programs of the 1960's, which developed logical thinking and problem solving. These have since given way to a barren emphasis on fact acquisition and "cookbook" lab activities. (TE)

Argues that science programs developed during the 1960's should be replaced by "science/technology/society" (S/T/S) programs, which build on students' curiosity and concern about local problems. (TE)

Contends that business education, including keyboarding, accounting, word processing, and business fundamentals, will have a crucial role in preparing productive citizens in the emerging service-related economy. (TE)

Researchers who compared Nebraska high school curricula between 1953 and 1983 have developed a model readily adaptable to individual districts desiring a more informed basis for decision making. (Author)

Addresses the problem of how schools should cut their curricula to make room for state-mandated additions, such as AIDS education. Recommends state guidelines for allocating time and assessing the effect that teaching new curricular content will have on an existing curriculum. (TE)

By comparing foreign newspapers with the "New York Times," students at Minerva DeLand School in Fairport, New York, are learning firsthand how cultural perspectives differ. (Author)

Certain grouping arrangements in elementary and secondary schools appear to be instructionally effective for students, but the psychological drawbacks may offset any advantages. The relative benefits and disadvantages of within-class grouping and between-class grouping are discussed, along with the problems with ability grouping. (TE)

Eleven whimsical approaches to self-introduction for new principals are presented. (TE)

When parents neglect their children's moral education and community influences are negative, schools need to form partnerships and work for change. This article reviews problems encountered when schools attempt to inculcate or clarify moral values and summarizes various authors' opinions on the subject. (MLH)

Provides historical perspective on moral education, discusses links between morality and religion, and recommends several actions to help develop morally mature individuals to ensure the existence of a just and caring society. Insets detail characteristics of morally mature persons and list members of the ASCD Panel of Moral Education. Includes 14…

To bring ethics into the curriculum without indoctrinating students with adults' moral incapacities, distortions, and closed-mindedness, educators need to integrate eithics with critical thinking, literature, science, history, and civics instruction. Implementation requires excellent supplemental resources, good leadership, and inservice redesign.…

During the author's first trip to Moscow, a Soviet educator claimed U.S. children were more narrowly educated than in the Soviet Union. The author's conversation with his daughter concerning U.S. schools' negative images of the Soviet Union inspired him to reread American history, examine his own national biases, and confront his ignorance…

When threatened with censorship, educators can call upon the National Coalition against Censorship (NCAC), a nonpartisan, nonprofit corporation uniting a broad range of professional, educational, artistic, labor, civil rights, and religious groups in their common conviction that freedom of thought, inquiry, and expression must be defended. NCAC…

Genuine Socratic questioning challenges students to think critically about their behavior and beliefs. This article presents a two-step teaching process that involves a prereading exercise using students' life experiences and a method allowing the textbook to function Socratically. Examples are given from the text of "Crito." Includes one…