It was found that students evaluated their schools more highly when the school demanded more of them and offered high standards and opportunities for dramatic resistance to highly structured situations. (JD)

The advent of comprehensive education implies a search for a common culture, or a common treatment of culture, across the whole school population. This article reviews the present stage in this search, attempting to define a suitable treatment of culture by secondary schools. (Author)

A classroom observation system was used in 1) a nontraditional, open-classroom setting with primarily middleclass students, 2) a Follow Through class in a public school with low income students, and 3) a traditional class in a public school with low-income students. (JY)

From 1998 to 2001, the number of community schools in Ohio increased from 15 to 92, and the number of students attending them increased tenfold. This preliminary evaluative report is limited to the first 15 community schools that opened during the 1998-99 school year. Findings are that these schools generally did not meet the Ohio Proficiency Test…

The rationale underlying the emphasis of current UNESCO programs on renovation and reorientation of formal and nonformal systems of education in rural areas introduces a series of papers which emphasize the need for coordinated, long-term planning for rural development. (SM)

Students in the two schools showed a similar distribution of time between concentrated academic effort and distractive activities, and were sharply distinguished on most of the other behavioral measures. (Authors/CB)

One essential fact emerges from these results: contrary to beliefs of proponents of the middle school, pupils in middle schools consistently indicated significantly lower self-perceptions than pupils in traditional settings. (Authors)

A system of categories organized along the three dimensions of behavior, location, and social setting, was developed and used to obtain recordings of the activity of pupils in open-area schools and traditional schools. (Author/JKS)

This review of four schools compares organizational properties to demonstrate that, while methods of control and instruction do vary, pupils are generally fitted to the tempo of the school rather than their own learning speed. (MB)

The 19th-century mutual education for boys and girls was introduced in Britain from France. It is discussed in the context of economic development, social divisions, and historical traditions. (ND)

Assesses the factors that universities need to consider when developing a strategic response to "borderless education," discusses certain instruments which may be used in strategic analysis, and considers some options in the areas of organizational structures, support infrastructure, personnel policy, and quality assurance. (EV)

Compares sixth-graders' math and reading achievement at year-round and traditional schools in the same (Ohio) school district. Uses a randomized, control-group, posttest-only method controlling for the effects of history maturation and pretesting. The statistical and practical results favor the alternative year-round calendar, particularly when…

Four responses to a paper on phonics and whole language approaches to reading instruction in fundamentalist Christian schools examine the home schooling perspective, complexities of different definitions, design of the original research, and need for continued dialog into the bigger picture of traditional education and its staying power in…