Standardized tests will not satisfactorily predict achievement, given the "conventional" intelligence and achievement test scores that correlate with measures of abilities deemed important by schools. (Author/IRT)

Critically analyzes Neville Bennett's book "Teaching Styles and Pupil Progress," which found that formal teaching styles are more closely associated with student achievement in "basic skills" than are informal styles. (IRT)

Outlines the development and implementation of a management by objectives system in one school district. (IRT)

Outlines five contemporary images of the model learning scene--the bazaar, "just be," amusement park, praxis, and Siddhartha. (Author/IRT)

Examines some of the trends in the human potential movement as they came out in a conference. (IRT)

Describes an alternative high school program that used community volunteers to teach some classes and what happened when members of the educational community opposed the use of those uncertified volunteers. (IRT)

When the Columbus schools were forced to close because of the energy shortages, the schools used the media and other community resources to continue educating the district's students. (IRT)

The issue is what the schools can and should do to achieve what we proclaim to be our historic political goals: freedom, equality, justice, and community. (Author/IRT)

Perhaps one major change our schools might begin to consider would entail a commitment at least to make explicit and examine forcefully and persistently what our nation's political and social ideals actually are, and to what degree we do or do not live up to those ideals. (Author)

The common law and statutory structures that affect childhood come in three styles: rules, minimums, and sovereignties. The most significant is sovereignties, which recognize in someone or some institution a residual authority and discretion to protect, control, and prepare the child. (Author/IRT)

There is a new generation of women rising, a new generation that must be moved to critical reflection upon their own situations so that they can achieve their own awakenings. (Author)

As a matter of public policy, education should move toward institutional pluralism that takes account of group needs and identities within a larger American culture. We must lay to rest the bugbear that a diverse system is necessarily a corrosively segregated and unequal system. (Author/IRT)

It was once thought that publicly supported, universally available education would produce socioeconomic equality. Family inheritance--financial, cultural, social--explains much of its failure to do so. (Author)