A fictional conversation between Saint Peter and an educational researcher debates the question of whether educational research too often yields results that are patently true or trivially true or useless to practitioners, and, if so, what might be done about that state of affairs. (Author/CJ)

Assertive discipline is a slick response to the genuine frustrations of teachers trying to manage large classrooms of energetic students. Assertive discipline panders to teachers' defensiveness about their work and ignores significant rights that students have. (CJ)

Assertive discipline is an inappropriate classroom management method. To determine the necessary nature and amount of classroom control, analysis of the aims of education and of the growing body of child development and social psychology theories and research is necessary. (CJ)

Policies of the European Community concerning teacher education are discussed. Although no specific policy in teacher education has been established, several projects sponsored by the Education Action Programme of the European Community involve that subject. These projects are noted along with policy-formation processes within the organization.…

The growth of educational cooperation among nations in the European community is discussed, as is the difficulty of balancing national interests with the pursuit of common purposes in the development of curriculum about Europe. Efforts to conduct multilateral research and to develop curriculum models for education about Europe are recounted. (PP)

This article deals with the emergence of a plural society in Great Britain and the need for a multicultural education which will prepare the children of recent immigrants to assume full membership in society. The work of the Faculty of Education and Teacher Training of the Birmingham Polytechnic is cited as a promising example. (PP)

Problems posed for the Dutch educational system by the influx of foreign immigrants are analyzed, and emerging policies of educational institutions are described. A discussion of problems and conflicting objectives encountered in current teacher education programs is included. (Author/PP)

The work of the Centre for the Study of Religion and Education in the Inner City, a church-related organization in Salford, England, is described. The role of religion in the formation of social and spiritual values is discussed, with emphasis on the needs of those in urban, multicultural settings. (PP)

Activities in the field of senior staff training for secondary school administrators in five European countries--Norway, Sweden, Denmark, The Netherlands, and France--are reviewed. Underlying problems and areas needing study are identified, and possibilities for international cooperation in professional development are noted. (Author/PP)

The development of headmaster (principal) training in Belgium and the role of the University of Antwerp in program development is reported. The need for secondary school administrator training is discussed, as well as the strategy that evolved to meet this need. Despite favorable evaluation, questions remain regarding headmaster alienation.…

This article analyzes the identified needs of school leader training in Sweden against the background of objectives and a general policy of decentralization. Strategies designed to meet these needs are described along with evaluative comments. (Author/CJ)

The development of teacher training programs, for special education teachers, in Koln, West Germany, is described. The current structure of special education teacher training courses is reviewed, and the special education teacher training program's link with research activities is described. (Author/CJ)

Current responses to the potential of information technology for education are analyzed. Further large-scale explorations of information technology's potential are necessary to create a responsible base on which to construct "l'ecole informatisse" (schooling that prepares pupils for life in the Information Society). (Author/CJ)

Salient trends and developments in national education politics and policy are identified. An historical perspective on federal government priorities in education is provided along with implications of recent developments for education politics. (CJ)

Fiscal and political forces that will shape the political economies of urban school districts are examined. Topics discussed include local tax bases, federal revenue, state revenue, declining public support, and policy choices. (CJ)