This paper examines the nature of human abilities in light of recent advances in information-processing and discusses implications of these developments for cognitive assessment of children. (CJ)

This article examines stresses faced by today's adolescents, the problem of alienation from adult society, and some partial answers to these problems. (CJ)

Historical information about how teachers have taught over the past century was reviewed to determine what patterns of teacher behavior have persisted over time, despite reformers' efforts to change them. Although there were periods of change during the 1920s and the 1960s, teacher-centered instruction reasserted itself after reform efforts…

Progressive education influenced, but did not alter, the fundamental behaviorist-associationist model dominating education in the twentieth century. Post-industrial society will need the intellectual and creative abilities that the progressives fostered. Jean Piaget's work offers a model for growth and development that is an alternative to…

Curriculum development efforts for English instruction over the past 20 years are reviewed, and an "inside-outside" approach that uses the structure of the discipline, or its inner core, to guide curriculum development is suggested. Three principles--metaphoric thinking, writing as reconstruction of experience, and language in context--would…

The story of open education illustrates the fact that theoretical models are ideal descriptions of educational practices and beliefs, rather than bodies of prescriptive rules and principles. Open education is viewed as part of a philosophical tradition in education, much of it predating the movement of the 1960s. (PP)

Alternative schools provide a worthwhile model for educational improvement, in part because they offer a valuable model of the change process itself. Characteristics of alternative schools, their contrasts with traditional schools, and the value of providing parents and students with a choice are discussed. (PP)

This article describes a research model that can help curriculum developers document both curriculum practices in the schools and perceptions of those practices by scholars, state department of education staff, teachers, and others. The model was developed to guide the collection of research data for John Goodlad's "Study of Schooling." (PP)

Educational reformers tend to see teachers as passive consumers of innovations, while teachers view themselves as powerful, active, and autonomous in the classroom. Reform efforts have created the conditions for a power struggle over curriculum implementation. Future efforts must take into account these power relationships. (PP)

The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the teacher-researcher approach to improve teaching in a humanities course is given. (PP)

A transactive curriculum development system is described which comprehensively identifies characteristics of a learning environment and suggests curriculum content that takes into account both external demands and students' interests. The curriculum encourages students to be independent learners without sacrificing basic skills or alienating…

The Stanford/San Jose (California) Teacher Corps project employs school district-university collaboration to carry out research adaptation efforts that bring about changes in curriculum and instruction. Case studies of math, reading, and bilingual education project components are included. (PP)

In Norway, curriculum theorists have veered from an emphasis on content or subject matter to concentration on the learning process, defined in psychological terms. The most recent statements by national curriculum committees attempt to strike a balance between these postitions. (PP)

The relationships between educational theories and educational practices are discussed. Differences between a theory-to-practice approach and a goals-to-practice approach are explained. (PP)

Three misperceptions about sex equity in education are examined: (1)educational equity and excellence are not compatible; (2) women's equity diverts resources from other needs; and (3) sex equity has been achieved. Since most teachers are women, educators concerned with a predicted teacher shortage should not dismiss sex equity issues as…