In response to the challenge to teach basics, schools can choose among a number of alternative ways of giving the word "basics" a local definition. Discusses five guidelines for interpreting "basics". (Author/RK)

Distinguishes self-directed learning from individualized instruction and discusses the role of the teacher in promoting self-directed learning. (FL)

Discusses (1) arguments for considerable homework, (2) arguments for minimal homework, (3) research related to homework, and (4) homework's place in the discussion of basic education. (FL)

Argues that high school principals should work to bring the business world and the business education department closer together in order to improve the quality of education. (FL)

This article describes the back-to-basics and humanistic education movements and concludes that it is crucial to maintain the balance between the two, that both have intrinsic merit. The de-emphasis of either is an abdication of the responsibility schools assume and an injustice to the children they serve. (Author/KC)

Article examined critical evaluation of the interest-centered curriculum, one in which students meet graduation requirements by accumulating a preestablished number of course units required by their school or department. (Author/RK)

The purpose of this study is two-fold: (l) to formulate a comprehensive inventory of educational objectives representative of the cognitive, affective, psychomotor, and social dimensions of individuals and (2) to share the results of a pilot test of an inventory undertaken with educational administrators and curriculum decision makers. (Author)

Late in the summer of 1966, the so-called Dartmouth Conference--the first large-scale international conference on English teaching--was convened at Dartmouth College. Here is an outline of the educational changes that took place during the development of the New English and a few reasons why it did not receive the broad approval that many…

Suggests how a solid program of education, one that has a core curriculum of basics, can be built and still retain the necessary flexibility for fostering creative expression. (Author/RK)

At Central High School, all departments are responsible for teaching spelling and writing. A uniform procedure has been adopted for evaluating student writing assignments, which includes a list for faculty and students of standard theme correction symbols and suggestions for improvement of specific errors. The list is included. (SJL)

Comments on five basics about composition and composition teaching essential for all English teachers. (Author/RK)

High school students can and should be proficient in using such basic skills as reading, writing, computational skills, thinking, and listening. Here are five guides for accomplishing this goal. (Author/RK)

A survey of school administrators, students, teachers, and employers reveals that the key to preparing students for vocations in a period of rapid technological change is to make them proficient in the skills on which future learning is based--especially the ability to read. (FL)

The developments in electronic technologies over the coming decades will make reading, writing, and arithmetic less important skills for all of us. As more children learn more outside of school--thanks, largely, to the nonprint media--educational institutions could find themselves with less and less to do. (Author/SJL)