Discusses the role of the school in a changing society. Although France is the model, the discussion has international implications. Topics discussed include the former elitist system, the difficulty of equalizing opportunity, teacher roles, employment, permissiveness, values, the politicization of school and university, and administrative…

Examines racial attitudes of students in multi-ethnic schools by means of a tridimensional intergroup attitude scale. The purpose of the study was to measure attitudes with a scale which does not contain a built-in ethnic bias. (DB)

Argues that Calvinism has been a major influence on higher education in America. General headings: The Inflation of Higher Education; From Pluralist Elitism to Mass Egalitarianism; The End of Calvinist Discipline; Calvinism and Academic Freedom; Calvinism and Vocational Education; and The Bureaucratization of Higher Education. (DB)

Argues that educators should develop a useful theory of motivation and outlines general characteristics of such a theory. The theory is based on four sensitive periods in pupils' educational development from age 5 to age 15. The periods are characterized as mythic, romantic, philosophic, and ironic. (DB)

Discusses problems posed to education by declining enrollments. Major problems are unused school facilities, unemployed teachers, and decline in finances allocated to education. Suggest that declining enrollments should be considered instead as an impetus toward better teacher/student ratios and individualized programs. (DB)

Examines desirability of educational courses which encourage students to develop a certain kind of psychological or social identity. Examples are ethnic studies, women's studies, and courses to enforce national solidarity. Concludes that courses which deal with students' identities serve mainly to reinforce the students' neuroses. (DB)

Maintains that the term "skills" has become too broad and vague to have any educational significance. Examples of obscure skills are presented, including skills of the historian, skills of relevance, skills for coping with innovation, and imagining skills. Educators should not use the term "skills" indiscriminately. (DB)

Because technological explosion has led to an intellectualization of vocational education, the author develops criteria for integrating the necessary concepts of advanced science and mathematics into general technical coursework. Examples are presented from current reforms in technical training programs in the USSR. (Author/SJL)

In 1976 African Ministers of Education proposed "basic education," defined as minimum learning needs, as the best method for mass education. Participation and integration are key elements in this strategy. A learning-needs approach to curriculum planning should concentrate on practical skills; implementation requires nontraditional methods.…

Statistically, postsecondary education is swinging from academics to vocationalism, partly because schools are ignoring their educative function to concentrate on credentialling youth for adult careers. Also, the custodialism of the schools, and the violence and delinquency there, encourage students to participate in society through work…

This paper reviews some of the acts, reports, and study council actions which have impacted on further (post-compulsory) education since 1944, especially the trend to integrate academic and vocational studies, coordinate core courses, and design innovative instructional packages. (SJL)

In 1971, the specialized schools serving 16-to-19-year-olds were consolidated into integrated upper secondary schools. This report describes the rationale and course structure of the new type of school and its impact on vocational education. Conclusions about comprehensive vs specialized schools are drawn. (SJL)

This is a transcript of a speech presented on the occasion of the merger of Exeter University's School of Education with a private college. Reviews the history of teacher education in England and urges the newly formed school to emphasize the scholarly and academic training of teachers as well as methodology and educational theory. (AV)

Reviews problems related to inadequate mathematics background of high school graduates who take jobs in industry. Two possible solutions are assignment of industrial-problems projects to students while they are in school, and brief visits by teachers to industrial settings so they can see the applied needs for mathematics education. (AV)

Discusses the analysis of social interaction and its relation to the analysis of language. Presents a four-stage model for analyzing discourse as a quasi-linguistic structure. (Author/AV)