Responds to an earlier article by Kenneth A. Penman and Samuel H. Adams concerning humanism and the schools. Points out fallacies in their arguments. (FL)

Article attempts to close the gap between the terms "humanities" and "humanities education," between scholars and practitioners, between a body of content for study and the process by which that content is taught. (Author/RK)

Traces the development of secular humanism in education and calls for educators to present their students with a "real" picture of the world, including the values upon which the Unites States was founded. (FL)

Article states that learning, like all aspects of human development, results from interaction with others. The role of the teacher in establishing communication in the classroom and providing an example of openness and involvement is emphasized. (RW)

This article describes the back-to-basics and humanistic education movements and concludes that it is crucial to maintain the balance between the two, that both have intrinsic merit. The de-emphasis of either is an abdication of the responsibility schools assume and an injustice to the children they serve. (Author/KC)

In attempting to encourage students to "open up", teachers have tried such techniques as role-playing, improvisations, and panel discussions with varying degrees of success. Here, another worthwhile strategy, the guidance drama is used as a source of developing fruitful class discussions. (Author/RK)

This article describes a pilot program to identify students with irregular attendance and to coordinate follow-up services for them. (SJL)

Author states that: "We can no longer blame students who are not learning for their lack of academic progress... Instead of labeling students disruptive or deprived, we must provide alternatives to the conventional public schools that provide other ways for students to achieve success." (Author)

Teachers unions have reached the highest peak of power they are likely to enjoy. But, by abandoning their commitment to children and adopting a trade union mentality, educators are likely to promote a backlash to curtail their power in this era of increasing conservatism and tightening budgets. (SJL)

Discusses Stephen Tanner's model of using literary criticism as a discourse, asserting that it fails to train students to think, but only teaches them to discuss literature from an academic perspective. In contrast, Robert Scholes' model of textual studies offers both a workable methodology and a relevant curriculum. (MM)

A program was developed in the Norwalk, Connecticut schools to smooth student transition between elementary, intermediate, and high schools. It includes spring orientation activities and staggered opening of school in September to give each new class full staff attention on the first day of school. (SJL)

Argues that by viewing computer technology as a facilitator of instruction and one that is relatively easy to operate and apply to a specific content area, teachers can come to feel less apprehensive about entering into an instructional contract with it. (FL)