Use of the calculator in school classrooms has become a hotly-debated subject. Critics and advocates propose many different arguments. The author takes a look at what both sides are saying about "good educational practice" as it relates to calculator vs. paper-and-pencil computation. (Editor)

Finances dominate many discussions these days as the nation's economy moves through perilous times. The author of this article traces what has happened in public school financing, reviews the controversies, and outlines what he believes are the alternatives. (Editor)

How can a principal respond to community questions on the validity of "new math"? This article gives a comparative analysis of the old and new, and describes a potential prototype for math programs of the future. (Editor)

Athletic programs for boys developed to meet a need, writes the author, who questions whether the same need exists for girls. He urges the leaders of the girls athletic movement to move slowly and to avoid the abuses that have occurred in programs for boys. (Editor)

Community censorship of school instructional materials can be successfully combatted with a firm policy that delineates guidelines for both school and community action. These writers tell how they won a censorship battle. (Editor)

A Wisconsin study of scheduling classes by computer reveals marked benefits. This report could influence you to give the computer a try at saving time, increasing options for students, and achieving a better student balance in classes. (Editor)

The writer suggests that if proponents of the junior high and middle school concepts would abandon their debate and coordinate their efforts, both students and society would reap great benefits. (Editor)

In this article, a professional negotiator for school boards explains why public participation in teachers' contract negotiations won't work. (Editor)

This article relates the experience of one state principals' association in influencing the passage of desirable legislation. The legislative network described here has worked for Massachusetts. (Editor)

The author, himself an executive secretary of a state association, suggests areas in the realm of status and welfare for continued discussion and consideration by both state and national associations. (Editor)

This author discusses the five elements in the pattern of emerging education legislation. As more states develop laws governing collective bargaining, they will look to the states that have blazed the way, as outlined here. (Editor)

When each administrative salary contract is negotiated individually, inequities creep in, many administrators feel. This article suggests a formula for determining principals' salaries based on education and experience, days of work, and responsibilities. (Editor)

Reflecting upon her own experiences first as an assistant principal and then as a principal, this writer describes salaries and fringes, and how they were determined, to show the wide variations that exist from district to district. (Editor)

The author contends that conditions for principals in regard to collective bargaining are very similar to the conditions preceding the teachers' push for power in the Sixties. He alerts superintendents to the possible ramifications of the situation. (Editor)

For principals to help teachers improve the quality of their instructions, this author suggests that judgmental attitudes must be completely eradicated. In the place of evaluation, non-directive supervisory conferencing is suggested. This article describes the technique. (Editor)