The goal setting and needs assessment process described, by involving a cross-section of the community and the schools and by developing consensus on important goals, has helped focus planning and implementation for a performance-based curriculum. (Author/IRT)

Exactly 100 of the 360 teachers responding to a questionnaire on disciplinary tactics opposed the use of corporal punishment in all instances of student misbehavior. (Author/IRT)

In rank ordering discipline problems, approximately 37 percent of one group of teachers rated the teacher's failure to motivate students as the most important. (IRT)

In general, students ranked personal kinds of recognition high and teachers ranked tangible sources of recognition high in surveys of the kinds of rewards that motivate students. The students' top two kinds of recognition were ranked as the bottom two by teachers. (Author/IRT)

A study of the impact of school closures reveals "limited change/no deterioration" in the community. (IRT)

Hispanic and French Canadian experience have shown that culturally advantaged middle-class students usually have an easier time acquiring a second language than do more socially deprived young people whose parents are not future-oriented--ethnic background is important because some groups place a higher premium on learning another language.…

The array of federal and state bilingual programs are not coordinated and are not being implemented. Increased structural and philosophical support for bilingual and bicultural education is needed to give the growing number of Latino learners greater opportunities for viable education. (Author/IRT)

The important thing is that the student early and continuously recognizes school as an institution ready to help, one that will help him, frequently, assess his own progress and deficiencies, indicate what these mean in terms of the future, and provide instruction for getting on. (Author)

Schoolpeople have instigated compulsory attendance laws, consolidated schools, and the superintendency to defend themselves against parents. In the nineteenth century schoolpeople castigated the poor for indifference; in this century they blame well-to-do parents for permissiveness and for having high expectations for their children. (Author/IRT)

Rebuts the contentions of Roper in the preceding article in this volume, and outlines new developments in the contemporary alliance of parents and educators. (Author/IRT)

Personal account of a clash of values between a college supervisor and a student teacher. (IRT)

A college supervisor recounts how an outstanding student teacher was fired from her first position. (IRT)

Spells out the court-imposed limitations on the various kinds of tests commonly used in the public schools. (Author/IRT)

Describes a cognitive-skills approach to teaching physics, Spanish, and philosophy. The approach relies on students verbalizing their thinking as they solve problems. (IRT)

An older teaching faculty is to be prized. If the school system can develop policies that weed out weak teachers and retrain those who are surplus in their specialty, the financial strain may be offset by more acceptable educational productivity, with renewed community confidence and support. (Author)