Historical representations of the National Society for the Study of Education's Committee on Curriculum-Making typically recount that the purpose of the committee was to assemble representatives from competing curriculum camps to achieve consensus on curriculum principles, depict the committee's work as important, cast doubt on the consensus the…

A group of private liberal arts colleges in Ohio, Michigan, and Indiana, formed a voluntary association called the Great Lakes Colleges Association (GLCA) in 1962 based on their self-perceived shared interests and missions. These institutions included Albion College, Antioch College, Denison University, DePauw University, Earlham College, Hope…

Examines the pros and cons of student-produced (traditional) versus company-produced (instant) yearbooks. (RL)

Offers advice on how high school and college yearbook staffs can cover elections. Lists 18 coverage ideas. (RL)

Intended to provide information to the Iowa High School Press Association (IHSPA), this paper investigates the state of yearbook instruction and production in high schools, toward which direction the yearbooks are heading, and whether services offered to members by the IHSPA (conference sessions, the annual yearbook contest, and teaching handouts)…

The theme of this yearbook is the work of the International Work Group for Indigenous Affairs (IWGIA) during the 20 years of its existence and the enormous growth of the indigenous movement in that time. Section 1 traces IWGIA's history and includes the annual report for 1988. Section 2 is a global view of the main events in the indigenous world…

Reviews yearbook production guidelines prepared by the national rating services. Notes some differences and many similarities in the various guidelines. (FL)

Examines trends in magazine graphic arts and layout, as well as the impact of these trends on yearbook and school newspaper design. (HTH)

The purpose of educational philosophy, as represented in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," is discussed and a proper role for the discipline is suggested. Several authors of essays in the yearbook are criticized for emphasizing adherence to schools of philosophy at the…

This publication analyzes governing and policy documents for student publications from various types of colleges and universities and discusses organizational arrangements and strengths and weaknesses of the documents' various approaches. The eight chapters deal with (1) governance and varied approaches to student publications, (2) legal and…

Discusses features of recent effective yearbooks that point toward trends of the 1980s: on-the-scene reporting, complete captions, mini-features or featurettes, expressive titles, contemporary graphics, more photographs, photojournalism, and avoidance of gimmicks. (GT)

Presented are twenty essays related to applications in school mathematics and aimed at the classroom teacher. The essays use numerous examples and illustrations that provide the teacher with something tangible for immediate use. Four thematic areas are addressed: (1) What are applications?; (2) Why include applications in school mathematics?; (3)…

The absence of references to educational research in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" is seen as evidence that educational researchers and educational philosophers are isolated from one another. A rapprochement between the two fields is recommended. (PP)

In response to a resolution adopted by the Journalism Education Association (JEA) which requested a study of both the strengths and problems of scholastic journalism, this report analyzes various aspects of and specific programs in high school journalism, affirming the importance of journalism in secondary education. Summaries of adviser hearings…

The author takes issue with some of the essays in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," which urge that educational philosophy be tied to practitioner needs. Educational philosophy should concentrate on understanding education, not on improving it. (PP)