Present teacher education programs are slanted toward elementary and secondary school programs. However, this must be changed to emphasize the need of special training for the intermediate school teacher. (MF)

Comments on the emerging concept in education of teacher malpractice, and identifies ten ways that teachers can be assured of entertaining a lawsuit in situations involving academic injury to students. (NKA)

Educators must realize that the social problems weakening the schools, such as declining enrollment, falling test scores, and tighter budgets, will not magically disappear. Assessing blame solves nothing. Rather, professionals must band together to improve their own competence in the face of public criticism. (SJL)

Outlines the workings of a successful middle school, which serves the interests of sixth, seventh, and eighth grade pupils. (Author/RK)

Author attempted to define those who are disadvantaged and presented brief annotations of each group to whom the word applied according to a number of contemporary educators. (RK)

Article states that: "Educators of today and tomorrow must be responsible for assisting students to find a purpose and identify. They must provide an educational environment which is both a cultural enrichment and also a preparation for a life of satisfying activity." (Author)

Suggestions for changing the traditional roles of teachers as inactive learners and students as those who are taught were discussed with the goal of making the learning process coincident for both teacher and student. (RK)

Author traces the evolution of problems in American education since the second world war, stating that: "As a group of people, we are prone to apply simplistic solutions to complex problems, to engage in crusades, to romanticize, to look for heroes." (Author/RW)

Argues that, although reform legislation has been enacted to produce higher standards on the assumption that they will produce higher quality in the nation's schools, the act of passing laws and mandating changes to create higher quality do not necessarily equate with true educational reform. (NKA)

Demonstrates how three groups--professionals, parents, and children--relate to each other concerning the responsibility of children's education. Proposes specific categories of accountability that each group must assume for the home-school partnership to develop. (MM)

Recommends the following considerations for teachers who must cope with censorship in public schools: (1) clarify professional role, (2) keep community aware of curricular goals and content, (3) develop clear selection policies for materials and rationales for using controversial materials, (4) handle complaints with carefully constructed…