Discusses a study of three high-quality curriculum models designed for disadvantaged preschoolers: programed learning, open-framework (teacher and child-initiated activities), and child-centered. While the study showed that diverse curriculum models can be equally effective, the age 15 data point to child-initiated learning activities as most…

This study investigated attitudes of educators from both the middle school movement and gifted education, by means of a survey of 400 members of relevant professional organizations. The survey focused on six interest clusters: (1) grouping strategies, (2) identification issues, (3) curriculum modifications, (4) teacher preparation, (5) program…

Maintains that schools must help children become adults in the most violent nation in the industrialized world. Discusses four types of youth violence: (1) situational; (2) relationship; (3) predatory; and (4) psychopathological. Concludes that schoolwide prevention programs are essential. (CFR)

Reviewing research on grade retention, this paper describes tools and guidelines developed as an aid in retention decisions and examines actual promotion/retention policies and practices. Most research on academic and social effects of grade retention suffers from poor methodology, leaving the conclusions suspect and the results contradictory. The…

Discusses the development of adolescent peer groups, student cultures, school violence, and effective interventions. Contends that the likelihood of violence increases when mediation boards and peer counseling are unavailable or ineffective. Includes a bibliography of 12 teacher resources on school violence. (CFR)

This guide presents a model for evaluation of educational outcomes appropriate for use with all students (with and without disabilities). It addresses specific post-school outcomes, associated indicators, and possible sources of data for the indicators. The model identifies seven measurable outcome domains and three to five outcomes per domain.…

This final report concentrates on conclusions and recommendations from a three-year longitudinal study of 48 mentally retarded adults who were graduates or dropouts from senior high schools in six rural Iowa school districts during academic years 1976-1982. Using data from structured interviews, the study sought to assess social and vocational…

Maintains that the "tried and true" strategies for teaching about the early Cold War years highlight the U.S. response to Soviet expansionism. Identifies four other focus themes: (1) debates over mass culture and youth culture; (2) gender and sexuality; (3) the civil rights era; and (4) rethinking the cold war itself. (CFR)