Describes an approach to program evaluation that is for the people within a school and that is intended to be done by them and for their purposes. (FL)

Argues that a curriculum with art as a foundation and theoretical base (1) questions the everyday, especially the conventional; (2) helps educators look at the world from a multitude of perspectives; (3) helps individuals discover the depth of their experiences; and (4) teaches students to think, feel, and actively engage the world around them.…

Reports the results of a two year survey of 300 teachers in four Southeastern states who taught some form of science fiction in their classroom instruction. The survey considered (1) disciplinary areas utilizing science fiction and the basic purposes for using it; (2) basic themes of science fiction; and (3) teachers' comments about science…

A high school that would meet the individual needs of each student is proposed. (CK)

Curriculum content is necessarily influenced by the structure of a school's organization. If changes are to be brought about in curriculums, those who are now in power must be willing to assess and, if necessary, to modify their schools' organization. (CK)

Changes in today's schools must be brought about in order to prepare students to live in the world of today and tomorrow rather than in that of yesterday. (CK)

Argues (guided by "The Challenge of Change: Assessment in the 21st Century") that in the decades ahead, assessment will play an unprecedented role as the vehicle that will influence and guide scheduling, curriculum, and instruction. (SR)

Ways of introducing Negro history and culture into the classroom are discussed. (CK)

Explains briefly identity development and health and safety concerns specific to gay and lesbian youth. Proposes a variety of strategies for meeting their intellectual and developmental needs. (SR)

The author enters a plea for educators to use their new-found muscle to effect important curricular and methods changes in their schools. (Editor)