It is ironic that nonprofessionals are able to discern the essential inadequacies of performance-based teacher education at the same time that proponents within the profession betray a shockingly superficial conception of the nature of teaching. (Author)

Describes differences between community colleges and four-year colleges and explores issues involved in staffing community colleges; stresses that individuals should choose jobs that provide personal satisfaction. (GW)

Teacher educators must actively, rather than reactively, engage themselves in the definition of educational "quality" if they wish to develop an educational future at all reflective of their desires and beliefs. (MJB)

Discusses five principles that can be used as a guide for designing inservice teacher education programs responsive to teacher needs. (RK)

Delineates the educational content, levels of education, and different academic areas of study presently needed for interdisciplinary education. Suggests that efforts to "promote" the needs for gerontological development and interdepartmental collaboration lack unity. The majority of courses in interdisciplinary gerontology studies should be…

Explains that Wolfgang Brezinka's approach to a scientific system of education is one of few contemporary educational theories that includes both elements of the philosophy of science and conceptual analysis. Examines this theory and concludes that Brezinka's blueprint for a scientific system of education degenerates into fiction. (Author/BSR)

Discusses the social and intellectual history concerned with the relation of social consciousness to material conditions, especially work related to the French historiography of the Annales school. A review of five recent books in the sociology of art and aesthetics raises issues about the origin of contemporary sensitivities and values. (DWH)

Describes why the National Association of Elementary School Principals developed its "Standards for Quality Elementary Schools: Kindergarten through Eighth Grade," how the standards differ from those of accrediting agencies, how the standards should be used, who will receive them, and what impact they may have. (PGD)

A revolution in genetics is occurring, but when looking ahead, we must not romanticize the past. The social history of genetics, and American education's association with eugenics, make it necessary that we understand that both education and science are informed by social attitudes. (MT)

Two major themes are discussed: the general philosophy of Dewey and specific applications of his philosophy, especially to questions of democracy and education. (RM)

Argues that beliefs, more than needs, shaped the history of school psychology. Adherence to psychological and developmental principles and the acceptance of child-centered educational theories affected practices. School psychology became a means for translating such national values and educational principles into school practice. (Author/ABB)

The author states a definition of mainstreaming and lists 30 underlying principles of mainstreaming, then describes 17 models ranked as most successful (e.g., the resource plan--most commonly used) by special education directors who responded to a national survey. Noted is importance of ongoing inservice education and individualized teaching. (MC)

Gives a brief history of NCTE and the people involved in its early years on the University of Illinois campus and describes how the organizations has lost the intellectual center that is most important to professionalism as opposed to craftsmanship. (CRH)

Praises NCTE's early years and its development of subgroups that took stands on ethical issues and calls for it to continue taking stands rather than to become a purveyor of basic skills. (CRH)