Identifies six "back-to-basics" factors that can have a positive effect on future industrial arts education program development: the instructor, students, objectives, content, methods and techniques, and evaluation. (CT)

The basic skills and techniques of playing the horn, trumpet, tuba, and other brass instruments are quite similar, but the methods and concepts used to teach these skills vary considerably. Differences in both philosophy and methodology are described. (Editor/KC)

Through a comparison of an experimental and a control school, the author concludes that multiage groups make little difference in mean basic skills achievement (with the exception of vocabulary building). However, multiage grouping does seem to engender positive attitudes towards school. (Author/WD)

Discusses the use of the SAT score for placement into college-level developmental skills programs and the appropriateness of using this type of norm referenced testing in placing students. Criterion referenced tests are suggested for assessing specific student skills necessary for college work. (RAO)

Lack of speech training at home and school is creating a nation of oral illiterates who are unable or afraid to express their thoughts verbally. We must demand that the study of speech be central to both elementary and secondary curriculums, taught as a separate subject by qualified instructors. (Author/SJL)

Focuses on the increasingly precarious position of social studies in elementary and secondary schools in the United States. Suggests that social studies can survive with the basics only to the extent that social studies educators pay attention to content reading comprehension and writing. Guidelines for integrating instruction in social studies…

The problems inherent to standardized minimum competency testing are discussed. (HTH)

Contends that New Jersey's Minimum Basic Skills (MBS) tests in reading and mathematics waste time and money and should not be used by the state as the criteria to measure school and district performance. Low scores are the result of social conditions schools cannot correct by themselves. (Author/MLF)

The New Jersey Commissioner of Education replies that the Minimum Basic Skills (MBS) tests are not the sole criterion used to measure school and district performance and that some schools manage to teach well despite their students' low socioeconomic level. (Author/MLF)

More than just learning to draw, art education is complementary to other areas of the curriculum. (Author/JM)

Differing points of view on the relative merits of open schools and traditional schools are examined. (JD)

The study investigated the effects of basic concepts training on conservation acquisition in 41 kindergarten children (17 White boys, 15 White girls, 6 Black girls, and 5 Black boys). Only the conservation training program resulted in significant effects, and that was for the White students alone. (Author)

Calls for a redefinition of literacy and basics. Acknowledges the expanded classroom and the fact that new partnerships must be established with those who teach beyond the campuses. Educators must acknowledge the communications revolution and help students become more sophisticated as communicators. (JMF)

Describes a teacher education remedial reading program at Memphis State University, designed for preservice and in-service classroom teachers. (TJ)

This final article in a theme issue on socialization of the young child draws conclusions from the preceding ten articles and suggests some directions that educators may pursue to socialize young children in today's environment and to prepare them for the future. (Editor/SJL)