Teacher education curriculum should honor, balance, and promote democratic pluralism and further appreciation of minority rights. Teachers must foster the values that will be dominant in American society and affect attitudes, beliefs, and commitments of students, as well as cognitive outcomes. (PP)

Some random predictions on the future of education are presented for the public and policy; education programs; universities and teacher education; collaboration and planning; and democracy, complexity, and fantasy. (MM)

Criticizes academic English departments for failing to prepare their graduates as teachers. (SW)

A middle-road approach towards adopting the instruction of the metric system is presented. The realities of our cultural, economic, and political processes are taken into account and a 100 percent metric curriculum is viewed as unrealistic and anachronistic. (MP)

Industrial arts teachers have a responsibility to teach students how the areas of production, communication, and energy/power influence their lives, and to generate a philosophy of technology with human survival, according to the author. He states that education for teachers and teacher educators have slighted or neglected both themes. (MF)

Career and vocational education for the handicapped are defined in view of their respective contributions to the educational process. Components affecting vocational education's role in career education are also discussed, i.e., teacher preparation, teacher attitudes, educational planning, coordination of services, and physical modifications. (SH)

The Home and School Institute's MegaSkills curriculum develops habits, behaviors, and attitudes needed for school and future success. It relies heavily on family responsibility and involvement in education. Teachers are specially trained to foster parent participation. (SK)

Causes for optimism in attitudes about education include the growing maturity of educators about the inter-connectedness of things, the increasing realization of the revolution in fairness that presently permeates the society, and a growing impatience with laxity in education. Schools are striving for educational equity, improved inservice teacher…

Teacher organizations believe that the teaching profession must govern itself. They are therefore requesting professional commissions in every state to set standards for teacher education. They desire involvement in the planning and implementation of teacher education programs. Teacher organizations feel strongly about competency based teacher…

The document presents professional adult basic education staff development plans of States in Region Four (Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee). The plans are an attempt to systematically record the educational resources that have been built and the relationships and roles that each…

The addresses and discussions of the 1970 Maryland Reading Institute focused on the theme of "accountability"--defined as the responsibilities of teachers to their students, community, and society. In Part 1, highlights of the keynote address are followed by summaries of a five-member panel discussion, five reactors' statements, and a concluding…

Discusses the problems of knowing what effects present day educational endeavors, such as compentancy based teacher education, actually have on students. (SL)

As the world's interrelatedness continues to make itself felt in the daily lives of the average U.S. citizen, educators at all levels will be increasingly pressured to respond to the challenge of preparing citizens to cope with life in an interconnected and unstable global system. Specific ways to achieve this goal are suggested. (Author/LBH)

Four institutional/school value conflicts or dilemmas which educators face in confronting the dropout problem in high schools are analyzed: (1) public accountability vs. professional autonomy; (2) subjective vs. objective authority structure; (3) extended vs. specialized educational responsibility; and (4) diverse vs. common student work and…

In South Africa there is widespread recognition amongst university educators that the new outcomes-based education (OBE) system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal…