In response to Ben Brodinsky's article, the author contends that the public resentment of education is directed at those who have claimed the authority and power to set its agenda, and that in the future the public intends to have a voice in the debate about public education. (Author/MLF)

In response to Ben Brodinsky's article, the authors submitted a paper describing the service they offer of reviewing textbooks and providing critiques. They maintain that educators no longer hold to the Judeo-Christian ethic, although three-fourths of Americans believe in these values. (MLF)

Responding to Ben Brodinsky's article, the author declares that the New Right wants the schools turned back to the local school boards elected by the people so that the schools will reflect the moral standards of local communities. (Author/MLF)

While agreeing with Ben Brodinsky's assertions, the author contends that admitting the truth of some of the New Right's criticisms does not imply that the means by which they propose to solve the problems are appropriate. Those concerned about the New Right's threat to the public school system are advised to organize. (Author/MLF)

Cedar Rapids (Iowa) has had a written selection policy and a procedure for handling challenged instructional materials since 1971. An analysis of 112 formally submitted challenges reveals that far more challenged books were retained in the schools than were removed (61 retained, 22 removed). (Author/MLF)

The author details how a massive shift of people, jobs, and money has benefited the "sunbelt" cities of the South and West at the expense of the "frostbelt" cities of the Northeast and Midwest. Some implications for education are suggested. (Author/MLF)

The variety of educational organizations and their obsessions is awesome; however, because of the common enemy, the Reagan administration, the lobbyists representing the education associations have become adept at putting aside their differences. (Author/MLF)

The overall picture of high school teaching since 1900 is striking in its uniformity. In this summary of his research findings, the author suggests measures for teacher improvement that might be taken in schools of education and in district inservice training. (Author/MLF)

Examines state laws and the actions of various courts on home instruction and unauthorized educational programs. Suggests reforming the regulation of private education through legislative action that requires periodic testing as an alternative to compulsory school attendance. (Author/MLF)

Responses from 39 state school superintendents reveal that they do not expect the new federal stance on education to have much effect on the traditional secondary curriculum, but that they see federally funded programs as losing ground. (Author/MLF)

The San Francisco (California) Education Fund has made possible three projects: a solar greenhouse at an alternative elementary school, the All-City High School Youth Orchestra, and a high school cross-cultural peer tutoring program for Asian and Hispanic students. (Author/MLF)

A wide variety of workplaces already offer child-care facilities. The causes of this development are examined and its impact on other kinds of preschool education are discussed. (MLF)

In Tulsa (Oklahoma), junior high school students had the opportunity, as apprentices to film director Francis Ford Coppola, to be involved in activities that enlarged their direct experience rather than in intense intellectual pursuits. Such activities are characterized by brain-growth experts as appropriate for this age group. (Author/MLF)

First in a series of successful innovations reported by readers, the article describes the "House Group" concept at Shoreham-Wading River (New York) High School. The House Group emphasizes the individual relationship between a student and an adult adviser who serves as advocate and mature "friend." (Author/MLF)

Proposes a public-service tax credit that would allow copyright owners of any television program broadcast on the public airwaves to claim a limited tax credit in exchange for school rights to copy programs and retain them indefinitely for face-to-face, nonprofit, instructional purposes. (Author/MLF)