In a study on school effectiveness, a random sample of more than 10,000 teachers from 538 high schools were surveyed to examine the climate of American high schools. Based on teacher reports, school climate measures were developed and related to schools and teachers. Methodology and results are discussed. (JL)

Microcomputers in the classroom pose a technological threat to learning because they transform education into psychology. A discussion of the negative effect of computers in the learning environment is presented. (DF)

The causes, conditions, symptoms, and treatment of teacher burnout are discussed. The remediation of teacher burnout requires change strategies that consider psychological and social factors of the educational environment. (CJ)

Compares the problem of social maladjustment addressed during the child guidance movement in the 1920s-30s with the issue of minority overrepresentation beginning in the 1960s. Both exhibit similarities as discourses of educational risk shaping the conception of problems facing youth and influencing professional intervention. The paper examines…

This article presents three versions of what may happen in post-1989 research on teaching. In the first version, the quantitative approach dies of wounds inflicted by its critics. In the second, different approaches work in harmony, and in the third, the wars continue among competing approaches to educational research. (IAH)

This article critiques reform proposals made by the Commissioner's Task Force on the Teaching Profession (NY) and concludes that successful school reform requires consideration of the conditions of teaching and learning in the context of individual school cultures. (IAH)

Discusses how private schools differ from public schools, noting how private schools create meaning via cultural attributes and suggesting potential pitfalls in eschewing tradition in response to external pressures. Private schools must understand the balance between tradition and innovation to avoid losing their roots or becoming obsolete. (SM)

This commentary on Patricia Graham's "S.O.S.: Sustain our Schools" focuses on Graham's view that many of the problems that create a need for school reform and impede it are embedded in society. The article discusses an integrated services approach to improving schools for at-risk children. (IAH)

Social order patterns in alternative schools are examined. By focusing on systems of interaction and on social contexts as collaborative accomplishments, the author examines these schools as experiments in social order, as well as in curriculum and pedagogy. (MJB)

This paper calls into question prevailing approaches to educational research (contrived experiments) and proposes a new perspective in method, theory, and substance (natural experiments). (MM)

The teaching of values to students is unavoidable and inevitable. The problem for educators is how to choose wisely what is explicitly taught in the way of values and how to understand and control the implicit moral education in schools and in the communities that support them. (IAH)

Describes Deerfield Academy's recent process of changing from a single-sex to a coeducational school. Though some students and teachers resisted the change, most adapted well and enjoyed the new atmosphere. The school community believes that Deerfield should not settle for anything less than a full coeducational status. (SM)

This article summarizes and comments on some of the major points made by Patricia Graham in "S.O.S.: Sustain Our Schools": U.S. schools never successfully educated all children; there is no "silver bullet" solution to the problems of schools; and many problems associated with schools actually come from failures in other realms of social policy.…

Study investigated how new technology affects the working procedures and mental activity of industrial machinists, examining how machinists learn to use computer numerical control technology. Results indicate areas of cognitive difference requiring further study (e.g., differences in conceptualization, formalization, and perspective, and shifts to…

The practice of classroom assessment occurs at the intersection of three teaching functions: instruction, classroom management, and assessment. Theory relevant to studying classroom assessment comes from several different areas: the study of individual differences (e.g., educational psychology, theories of learning and motivation), the study of…