Describes a school-wide, cross-curricular project called, "Empty Bowls", at Hall High School (West Hartford, Connecticut). Explains that students created ceramic bowls and made soup to fill the bowls to raise money to fight hunger. Provides a description of how the school became involved and raised the money. (CMK)

The purpose of this study was to use parallel measures, in a sample of Israeli classrooms (18 teachers classes) to assess the perception of behavior and adequacy of role performance of self and others. Findings suggest that teacher self-concept is associated with student self-concept and achievement levels. (Author/DS)

"Who needs the student council?" The student needs the student council. Secondary school youth need practical experiences in doing those things expected of adults in a democratic society. The school needs the student council because the quality of education is improved when students are involved in an assessment of the educational experiences…

This report presents findings from four studies of adolescent behavior in high schools. A basic assumption was that organization structure has strong effects on behavior. The authors concluded that the large comprehensive high school's organization structure with emphasis on teacher initiated action, routine batch processing, and reliance on…

This final report of a conference on curriculum development within the ES '70 program is divided into three parts. The first part contains addresses concerning the comprehensive high school and the ES '70 program as a curriculum innovation. Three current trends--individualized instruction, changes in instructional theory, and changes in…

Provides preliminary draft of proposal to kindle thought about what a Montessori secondary school could look like. Suggests ways to think about integrating a farm model and its extensions to adolescent students. Emphasizes the universality of work, the nature of commitment and contribution, the meaning of community, and an optimistic view of…

This volume uses research to examine the symbolic processes in which teachers and students negotiate definitions of their roles, relationships, and knowledge in the context of educational tracking, particularly lower-track classrooms. The research on which the book is based includes interpretive accounts of curriculum differentiation and an…