The author of The Carnegie Foundation's "High School: A Report on Secondary Education in America" outlines four strategies for improving educational quality: (1) a coherent vision of educational objectives, (2) renewed emphasis on writing and thinking skills, (3) a core of common learning, and (4) strong school leadership at the local level. (JBM)

This review of Ernest Boyer's "High School: A Report on Secondary Education in America" criticizes isolated aspects of the study but praises its overall usefulness. (JBM)

A study of 13 American high schools reveals a disturbing lack of good teaching techniques. In the 525 classrooms visited, pretests and small group activities were seldom used. Teachers should learn to use a wider variety of learning materials and activities, ask more open questions, and require more essays. (JBM)

Taking as examples the issues of improving students'"high order thinking skills" and arriving at more equitable teacher salaries and school budgets, the author discusses the need for compromise solutions to widespread problems. (JBM)

Three principals, a publishing company marketing manager, a director of instruction, a teacher, and an assistant superintendent express their opinions on the past year's major reports on schooling. Issues addressed include the "Cardinal Principles of Secondary Education," vocational education, administrative leadership, and social responsibility…

After three months of visiting high schools participating in the Association for Supervision and Curriculum Development Project on Redefining General Education in the American High School, the author discusses the ongoing efforts of local school faculties to rethink their curricula. (JBM)

Outlining procedures involved in arriving at a newly adopted curriculum for the Oak Park, Illinois, high school of which he is the associate principal in charge of instruction, the author argues the importance of developing a comprehensive vision of educational priorities before considering specific curricular components. (JBM)

Although "The Paideia Proposal" (1982) has been "all but totally eclipsed" by other recent publications on school reform, the Paideia Group's painstaking, unified, long-range approach (expanded on in its newly published second volume, "Paideia Problems and Possibilities," and the remaining volume, to be released later this year) deserves careful…

Recent studies by the University of Texas Research and Development Center for Teacher Education, based on visits to 22 high schools across the nation, suggest that high schools are better than they are usually portrayed as being. If current efforts to improve them are to succeed, however, clearer change strategies are needed. (JBM)

Elements included in a recent publication of the College Board's Educational EQuality Project (establarehed in 1980) that defines what students need to know and do to succeed in college, "Academic Preparation for College" or the "Green Book," is currently being implemented in 13 model high school-college collaboratives across the country. (JBM)

The School Improvement Project of the Institute for the Development of Educational Activities, first instituted in 1980, offers high schools a method for selecting and implementing recommended changes from among the many proposed in recent reports on high school improvement. (JBM)

First proposed in the fall of l98l, Pittsburgh's Schenley High School Teacher Center opened in the fall of 1983 with a comprehensive visiting teachers continuing education program involving contact with both resident and replacement teachers. To ensure full realization of its potential, the center uses a databased program to monitor its own…

Based on individual educational and instructional programing and goal-setting strategies, the Wisconsin Program for the Renewal and Improvement of Secondary Education has improved student achievement, attitudes, and attendance in Wisconsin high schools. The program has worked largely because of its adaptability to each individual school's needs.…

The Cognitive Levels Matching Project trains teachers to guide students' skill acquisition and problem-solving processes by assessing students' cognitive levels and adapting their teaching materials accordingly. (MLF)

Brain research indicates that sensory-motor experiences during childrens' preschool and early school years may be the foundation for later language development. (MLF)