The ESEA is a case study of institutional intransmutability. Analysis of its first ten years reveals much about the intricate interrelationships that form the American educational system and link it with the rest of society. Those revelations could provide guides for effective action. (Author/IRT)

Challenges the reports of California's "success" with early childhood education. (IRT)

As Americans in the 1970s become more aware of the complexities and uncertainties surrounding social intervention, we may develop, as have ecologists, more respect for the interrelatedness of many unseen forces and more awareness of the likelihood that each well-intentioned intervention may have large and unanticipated consequences. (Author)

A response to the Young and Bress article also in this issue. (IRT)

Argues that how teachers feel about themselves professionally stems from the education profession itself--from the way it recognizes high achievement, the way it prepares teachers for their profession, what it expects from teachers in schools, and the role of teachers in educational research and development. (Author)

Presents evidence supporting the position that television viewing can have harmful effects on children. (IRT)

The judicial evaluation approach adapts and modifies certain concepts from both jury trials and administrative hearings in the field of law and relies on the law's acceptance of human testimony to clarify and, subsequently, to judge complex events. (Author)

The Indiana University experience should not be taken as "proof" that the judicial evaluation approach works or does not. The evidence is that this type of adversary proceeding needs improvement, that it holds great promise, and that the next attempt should tell us more. (Author/IRT)

Describes four approaches to cost cutting that are offered to stimulate thinking in the direction of thrift: manage class size in the interests of both learning and economy; spend less for salaries; eliminate irrelevant goals, activities, and arrangements; and reconsider building needs and use. (Author/IRT)

After discussing the energy crisis and the fiscal problems it is creating for education, the author suggests several steps that can be taken to cut down energy costs, including performing a comprehensive energy audit, considering life-cycle costing in the purchase of equipment, and purchasing energy-efficient equipment. (IRT)