Why children need critical thinking skills, how a climate for critical thinking can be created at home, and programs that promote critical thinking by elementary school children are discussed. (MT)

Children who tend to be obedient get accustomed to someone else making decisions for them, but children are far less likely to make poor choices in the future when they have been allowed to develop a self-concept of decision maker. Ways to provide options and alternatives to children are discussed. (MT)

Peer Pressure Reversal, a way of teaching children to say no and still "save face" with their friends, is described. (MT)

Several suggested activities from the National Parent Teacher Association are suggested for involving parents in education. Categories discussed include: parents as participants in their children's education; parents as school volunteers and supporters; and parents as participants in decision making. (CB)

Describes the engineering profession and recommends that parents encourage their children to be interested. Studies show most children do not hear much about engineering even though it is one of the country's best-paid professions. Some suggestions are offered for high school courses interested students will have to take. (SM)

Sometimes, parents must decide whether to have their child repeat a grade. Research indicates children who stay back do not do better than comparable children who are promoted and retention can have a very negative effect. The article guides parents on what to do and ask in such a situation. (SM)

Describes how parents can teach children to be creative problem solvers, providing information from the University of Michigan's Future Problem Solving Program (FPSP). The FPSP model involves brainstorming subproblems, identifying important problem areas, brainstorming solutions, brainstorming criteria for evaluating ideas, evaluating solutions,…

Both school boards and parent teacher associations should have a systematic program for exchanging information and for involving parents in school policy-making processes. Responsibilities of each group are listed. (CB)

Discusses school-based management, explaining what PTAs need to be prepared for discussions about restructuring through school-based management. The article discusses origin of governance, school-based management councils, decision making, and parent-community involvement. (SM)