Discusses four feature films that are useful in teaching adolescent psychology and the "cognitive-emotive frame" that provides the rationale for the use of feature films. (Author/IRT)

Despite its phenomenal success at disseminating information on endorsed innovative programs, the National Diffusion Network's interstate activities will be severely limited unless a new source of funding is found. (Author/IRT)

Discusses written and unwritten tests of teachers and such issues as due process, equal protection, and test validity. (IRT)

Teaching is not an activity directly producing the learning of some specific matter (which is inadequate as a definition of teaching and incapable of being guaranteed), but an activity intentionally directed toward, and potentially capable of, improving the student's general intellectual functioning or "cognitive competence" in whatever subject is…

The University of Mid-America brings low-cost education to people in their homes through reliance on self-instruction packages and the mass media. (Author/IRT)

A Texas survey discloses inconsistencies in the student records that are kept and in the policies on their release. Eight recommendations are offered for improving record-keeping practices. (IRT)

Districts with declining enrollments spent about $200 more per student than the growing districts, had about three fewer students per teacher, averaged about $500 less in average teacher salaries, had a lower dropout rate, and had higher achievement scores. (Author/IRT)

These data suggest that black teachers as a group have in many respects a more "positive" profile than have whites in terms of aspiring to traditional American ideas. Blacks value equality, courage, honesty, independence, intelligence, and self-control rather than logic, obedience, politeness, peacefulness, pleasure, or salvation. (Author/IRT)

Overall, education students performed at a significantly lower level of moral reasoning development on Rest's Defining Issues Test than did students from other fields. (Author/IRT)

Focuses on identifying policies and practices that may have been crucial to successful implementation of the Houston plan or may have contributed notably to it, and describes several interrelated issues in urban education raised in the course of establishing the magnet school program. (Author/IRT)