Explains that the social paradigm underlying our dilemmas in education and in the society as a whole is changing, and offers some suggestions for how we should operate schools in a time of transition. (IRT)

Perhaps the most important implication of the metaphor is to suggest that it may well be the main purpose of education to provide conditions under which each child will identify and find satisfaction through a chosen field or fields of work. (Author)

Examines the differences in attitude toward education in the two political parties' platforms and candidates for president, but observes that overall federal policy trends have reduced the ability of the federal government to intervene in a major way in education. (Author/IRT)

Examines teacher organization involvement in politics at the state and federal level, particularly in collective bargaining issues. (IRT)

The clear and unavoidable conclusion is that achieving equality is less important than maintaining inequality. Class inequality by school district is highly valued in American education. Unequal taxes will continue to finance unequal schools. That is how we finance schools in America. (Author)

The content of public education policy will increasingly be concerned with the organization and operation of schools. A plan that might meet the needs of this area is school-site management, which involves a shift of decision-making responsibility from the school district to the school site. (Author/IRT)

Explains how it is that the fruits of educational research and analysis, so insistently sought by Washington policy-makers, are so inefficiently used. Change will not occur in the manner originally envisioned: where a clear research result will quickly convert a set of coolly rational policy-makers. (Author/IRT)

In the absence of any new Presidential initiatives, no new federal intervention looms for education. The congressional mood is concerned with fine-tuning programs already on the books--making them work better for schools and students. It is certainly not with dreaming up expansive (and expensive) new programs. (Author/IRT)