An "inquiry school" is described here as one undergoing renewal by systematically inquiring into its behavior and purposes. Both teaching and administration are open to challenge. The writer discusses several factors critical to developing simultaneous challenge and trust among all segments of a school's population. (Editor)

This article challenges the value of the Carnegie Unit and proposes an alternative. The basic orientation for both the challenge and alternative is derived from the concept of "quality control." (Editor)

This article brings the reader up to date on what's happening in girls' and women's sports. The outcome of the current movement toward equal opportunity for a male and female high school athletes will depend ultimately on funding, this author believes. (Editor)

These authors report the results of their investigation of two groups of student teachers involved in individualizing instruction. Significant attitudinal differences were noted between those teaching in inner-city schools and those teaching in suburban schools middle class schools. (Editor)

Is student self-scheduling the way to reduce class changes, provide more students with their first choices, and make everyone happier, or is it a method that deludes the principal into abdicating his responsibility for a workable master schedule? This author gives his opinions. (Editor)

Supervision of teachers, write these authors, should foster the growth of the individual and stimulate the organization in the attainment of its objectives and desired goals. They explain that this can be done through self-management. The complete process is described. (Editor)

Assisting teachers to identify their strengths and weaknesses is a continual challenge, remarks this principal, who with his staff confronted the situation by developing a self-evaluation instrument for his school. The author invites inquiries from readers about this project which he and his teachers feel has been successful. (Editor)

These authors see teacher evaluation as a cooperative process, one that evaluates competency from both internal and external frames of reference. Meeting initial resistance, determining who evaluates, and outlining necessary conditions are all part of this article. (Editor)

People differ. This is a fact educators must acknowledge in planning inservice activities for both teachers and administrators, the author points out. Only when we design inservice programs to best fit the individual will we be able to help people achieve professional growth. (Editor)

Those who supervise teachers are in an excellent position to influence the learning experiences of many youngsters, believes this educator. Supervisors who give thoughtful and constructive guidance can improve the school for students and teachers alike. (Editor)

Aware that what works in one school may not work at all in another, the writer describes how the system of goal-setting conferences worked for him and his teachers as a supervisory technique. (Editor)

This article provides a framework for defining and analyzing classroom management problems of beginning teachers. It also includes a practical illustration of the application of this framework to the solution of a concrete teaching problem. (Editor)

This article tells the story of how a university can develop an on-site inservice program for teachers that deals with day-to-day, real-life issues of teaching. Such a program benefits both the university and school participants. (Editor)

One who has been there suggests ways that the job of substitute teaching could be improved. Improvement will come, he says, only through the building principal's commitment to making a substitute's hours more than a babysitting or study hall chore. (Editor)

This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)