Acknowledges concerns for privacy rights of students who are subjects in educational research projects; identifies legislation and school district policies which protect student rights; and praises the impact of fundamental research on educational practice in areas of intelligence, motivation, and social learning. (AV)

Presents opinions of teachers and administrators in Arlington, Virginia, regarding discipline: (1) most students want to perform well and respond favorably to reasonable, competent teachers; (2) no specific discipline techniques will work with all students; (3) subject matter, teacher attitude, and educational environment affect classroom…

Describes methods adopted by a junior high school in Virginia to ease racial tensions following a desegregation decree in 1965. Methods included inservice programs for teachers, human relations workshops for students and teachers, development of special learning opportunities, and school-community interaction. (Author/DB)

Maintains that most discipline problems arise when students are asked to perform beyond their capabilities. Outlines several techniques for teaching social studies to slow learners. Techniques involve students in group reading, simulations, globe and map drills, neighborhood surveys, and art projects. (Author/DB)

Offers suggestions to junior high school teachers regarding discipline policy. Suggestions are: explain basic rules during the first weeks of school; vary teaching techniques to avoid boredom; deal with discipline problems as they arise; and demonstrate personal interest in students whenever possible. (Author/DB)

Examines the controversy surrounding school system authority structures. Concludes that public censorship of curriculum is a positive influence because it deters teachers from exhibiting personal prejudices. (Author/DB)

Evaluates major issues relating to censorship of public school curriculum, including academic freedom, democratic values, the will of the majority, and teacher rights. Concludes that teachers should have the major role in determining curriculum because of their unique qualifications and professional training. (Author/DB)

Field trips can increase student interest in science and social studies topics. Presents a report of a sixth grade's week-long field trip to Nantacket to study the technology of whaling. (Author/DB)

Presents a four-part lesson designed to introduce elementary and junior high school students to moral and legal dilemmas. Dilemmas involve students in role playing, decision making, critical analysis, and evaluation. The dilemmas, although hypothetical, are based on real life situations. (Author/DB)

Presents a rationale for utilizing mythology in the elementary school classroom, discusses problems encountered in the use of mythology, and offers ideas for broadening classroom use of mythology. Mythology-related activities involve students in creative writing, art work, research, star gazing, and story telling. (Author/DB)

Ten classroom activities introduce elementary and junior high school students to Asian culture by investigating the uses of bamboo. Students are directed to read about bamboo, investigate bamboo's roles (food, building material, clothing, tools), and construct artifacts such as a fishing pole and a flute. (Author/DB)

Describes projects which introduce high school students to the workings of the Federal government by directing them to investigate local government functions. Projects involve telephone interviews with local officials, visits to community agencies, and written and oral reports of student experiences. (Author/DB)

Suggests ways to rekindle interest in the study of history among high school students. Suggestions include offering mini-courses, utilizing multi-media instruction, expanding the history curriculum to include concepts from other social sciences, and encouraging student participation. (Author/DB)

Reasons for encouraging multicultural education in the public schools include building positive self concept among minority students and cultural awareness for all students. Supports the multicultural education argument with evidence relating to American Indian cultural heritage. (Author/DB)

Explores the relationships among cultural pluralism, ethnic prejudice, and multicultural education. Concludes that multiethnic and multicultural education can help students understand and appreciate cultural differences and the contributions of various groups to American culture. (Author/DB)