Describes a Syracuse, New York, school that removed bureaucratic restraints by emphasizing ends rather than means and by centering responsibility and authority within the school building. (JF)

Educational innovations must be re-directed toward the development of the individual student's maximum learning and problem-solving potential to meet the challenges of contemporary social change. (JH)

Sixty 15-minute television programs help students learn to reason and systematically solve problems. The goals are confident, flexible thinking; self-management; effective expression; and systematic reasoning. The cognitive skills emphasized include information collecting, classifying, and communicating effectively. A resource list is provided.…

Risk arises from foreign competitors and our educational mediocrity. Nevertheless, causes for optimism exist in the commission's recommendations on curriculum content, standards and expectations, school time, teaching, leadership, and fiscal support. Neglected themes of the commission's report include lifelong learning and compatibility of…

Recounts the beginnings of multiethnic education in the 1960s, when criticism focused on teaching and textbooks. Describes the mid-1970s expansion of multicultural education, with its problems of fragmentary, unsystematic practice and discusses the challenges to multiethnic education in the 1980s from both economic and ideological pressures. (RW)

The attorney for the plaintiffs in Debra P. v. Turlington discusses the harmful effects and the arbitrary and unfair nature of minimum competency testing. (Author/WD)

Drawing on his research on the development of talent in young people, ages 17 to 35, in six different fields, the author examines the characteristics of master teachers of pianists and Olympic swimmers. (WD)

Presents a true-false quiz and lengthy answers on current and emerging findings in school law and educational research. Focuses on the principal's responsibility for improving instruction. (Author/WD)

Recent findings in studies of moral education indicate that "plus-one" teachers, who function as discussion leaders and pitch moral arguments one stage above the majority of the class, are not necessary for students' moral growth. Teachers should be viewed as models and facilitators rather than producers of moral reasoning. (Author/WD)

Describes the evolution of the University of Illinois' collaborative Project on High Performance Learning Communities, established in 1989 in response to policymakers' and practitioners' need for a more fully developed, practical knowledge base on educational reform. The university/research partners' role is to synthesize the most current,…

Profiles James Comer's success at directing the Yale Child Study Center and implementing the School Development Project in predominantly black, low-income school districts. Today, a training program called the Comer Project for Change in Education is operating in more than 600 schools in 82 districts and 26 states. Comer's proudest achievement is…

Describes several projects that have enabled teachers to leave the isolation of their own classrooms and think together about student work in the broader contexts of school improvement and professional development. (Contains 18 references.) (Author/MLF)

Proposes the creation of a collaborative school, a new kind of professional development school somewhat analogous to the teaching hospital. The school's three-fold purpose would be to educate children, prepare teachers through intensive clinical experiences, and to provide opportunities for inquiry through research and reflection. Common goals and…