Reports the positive initial assessment of California's attempt to encourage individual elementary schools to assess the needs of their children, to plan appropriate instructional settings, and to evaluate the effectiveness of their efforts. (Author/IRT)

Briefly reports some findings of a survey of elementary principals involved in the California Early Childhood Education experiment. (IRT)

Learning can easily be fostered in three major agencies: the school, work-related institutions, and society in general. Teachers, who may be found in all three places, would be ministers, merchants, or mechanics--but first they would be teachers. (Author)

Reform does not mean scrapping our free system of public schools, but rather transforming it. What we now call compulsory school attendance will become "compulsory education" in which the central parties are free to choose the kind of education that best supports their values and styles. (Author)

The rapid erosion in opportunities for constructive learning outside of school will soon be faced squarely as educators come to understand more fully the educational consequences of this phenomenon. The average child from 10 to 14 years of age spends more time viewing television than he spends in school. (Author)

Instead of viewing the Goss and Wood decisions as a disruptive and intrusive element in the operation of the school system, educators can look at them as an impetus for improving the relationship of students and educators to each other and to the education system. (Author)

The courts are likely to protect teachers whose nonconventional behaviors are practiced with discretion. The delicate balance between the private rights of teachers and the interests of school officials in protecting the integrity of the educational process is summed up in the teacher's duty to privacy. (Author/IRT)

Because negotiation channels creative energy and uses student ideas for the benefit of the school, it can create an environment more conducive to teaching and learning than the repressive environments that cause petty irritations, repeated disruptions, violence, and vandalism. (Author/IRT)

An urban school district's model for procedural due process designed to meet the requirements of the Goss decision. (IRT)

The alternatives suggested here are options that school districts could consider without committing additional resources and without extensive preplanning. They suggest a variety of approaches to introducing greater creativity and flexibility in a school system. (Author)

Advocates the creation of a synergistic mind system by educating people to use, understand, and appreciate both hemispheres of the brain. (IRT)