The consequences of the movement for accountability and individualized instruction were evaluated. (RK)

The tensions that accompany growing up are distressing enough for middle school youngsters, without adding unwarranted pressure for grades. University Middle School faculty considered these factors when they developed the system of student evaluation described in this article. (Author/RK)

The suggestions offered in this article are about what to do with students who cheat and to discuss in a deeper way than usually occurs the various possible consequences of cheating and to compare them with the advantages of cheating. (Author/RK)

Article focused on current programs dealing with the future, and the development of students so that they can better understand the problems of today as the challenges of the future. (RK)

Authors feel that television is a potent force in the educational process but a sense of discrimination must be developed within the student-viewer. (Authors)

Discusses the attack on the sensibilities of adolescents by the relativized and fragmented effects of the information revolution. Argues for the importance, in light of such a social environment, for the teaching of ethics in high schools. (HB)

Symposium One gave students an excellent opportunity to join in lively seminars with individuals representing a diversity of career patterns, ages, life styles and vocational choices. In this way students became more critical, more autonomous, and more adult. (Author/RK)

The bond between teacher's values and student's values are explored, as well as the valuing that takes place within the teaching experience. (RK)

Provides some suggestions for implementing the metric system including the need to establish a learning motivation for metrication within students. (RK)

Addresses some of the major issues discussed in the report of the National Commission on Excellence in Education. Discusses possible reasons for student avoidance of math and science courses. (EL)

Discusses how one school district involved students in curriculum planning as an outgrowth of a district-wide unit in leisure-time study. (FL)

Article deals with some positive actions that have been taken by the staff, administration, and board of education of Lewiston-Porter Central School of Youngstown, New York in regard to student involvement in the planning process. Specific methods of student involvement were briefly outlined. (Author/RK)