The eventualities in grammar, oral language, reading, and writing instruction will follow the same pattern: an initial, sharp movement toward revision, even regression, and a secondary undercurrent of informed, thoughtful pedagogy surfacing after the sour taste in the taxpayer's mouth has passed away. (Author/IRT)

Provides some history of the teaching of composition as well as a discussion of the new developments in the composition curriculum and in teaching techniques. Argues that the new emphasis on writing is a genuine renaissance rather than merely a fad. (IRT)

The "intensive" approach to teaching composition emphasizes having students write brief pieces under time pressure. The author argues that writing several short, intensive papers until they are perfect brings students closer to mastery of effective composition than writing more numerous rambling "themes" does. (IRT)

The "30-Line Test," 30 lines of prose that must be proofread to determine whether they are mechanically correct, has proved to be a successful method for increasing skills awareness without seriously interrupting the flow of literature or humanities content in a class. (Author/IRT)

Argues for the importance of providing adolescents with opportunities to care about and contribute to their communities. Briefly describes several programs that have been based on youth participation. (IRT)

Surveys several ideas that may help a district study its current desegregation plan to make needed improvements. They also serve as reasonable options when devising new desegregation plans, although they must be tailored to each community's situation. (Author/IRT)

Evidence indicates that violence in our classrooms only breeds more violence in and out of the school. Corporal punishment is worse than useless as a deterrent to misbehavior: it must be considered actively harmful. (Author/IRT)

Lists superintendent characteristics boards of education most often specified as desirable and suggests behavioral patterns that will help develop the four qualities most sought by boards. (IRT)

Provides administrators with 14 tips on job hunting. (IRT)

Outlines 10 areas in which adjustments might have to be made when a teacher or administrator opts for a career change. Argues that values, interests, and attitudes are often just as important as salary and must be considered in a decision to change careers. (IRT)

Parents have the right to be informed about teachers and principals, to be informed about the curriculum, to be informed about policies, to influence administrative decisions, and to influence school policy. (Author/IRT)

Describes a program in which parents were included in the selecting of teachers. Argues that the benefits of such a program outweigh the problems. (IRT)

Puts forth four hypotheses on the causes of declining Scholastic Aptitude Test scores. They are student drug use, the integration of ethnic minorities into the schools, teacher participation in collective bargaining, and humanistic education. (IRT)

Humanistic education is a systematic, conscious attempt to put into practice the best we know about the nature of human beings and how they learn. Humanistic education maintains that what students experience about themselves and their world is far too important for education to overlook. (Author/IRT)

In anticipating what educators might expect from President Reagan, the author examines the positions Reagan has taken as a practical politician, as a right winger, as a presidential candidate, and as a moderate. (IRT)