The nature of distance education is to shift the locus of curriculum control toward the institution and its staff and away from the students. This imposes a responsibility on the institution to examine and evaluate the values and assumptions underlying the decision-making and the implications of the patterns of control that emerge. (Author/MSE)

An aquatics fitness class given at Drake University (Iowa) is described. Students set up their own programs in consultation with the instructor choosing three components from the following list: cardiorespiratory, strength, flexibility, nutrition and weight management, and posture and body measurement. (JMK)

If they are to enlisted to help reduce vandalism, student council members must receive accurate information and learn that vandalism is costly, that common sense doesn't provide all the answers concerning it, and that the public's reaction to vandalism cannot be predicted accurately. (MJL)

This paper addresses how educators can encourage elementary-age children to develop critical thinking skills and creativity while also meeting educational standards and maintaining learning goals. The paper notes that a comprehensive curriculum: (1) honors the role of all participantsteachers, children, and parents; (2) engages children in…

Article offers the analysis of an observer who might be from another planet, and his critical thoughts about the American system of education. (RK)

Major theories of alienation from various perspectives are reviewed and their common themes and characteristics relevant to the study of contemporary student alienation are discussed. Two major forms of contemporary student alienation are identified: a retreatist passive form and an active radical form. (Author)

This paper has been arguing for an education which develops in children the capacity to work out their own authentic response to the many conflicting socialization pressures. (Author)

Compares university life in the United States and Sweden and indicates similarities. (DS)

Summary data from teacher and student responses to a checklist describing perceptions of what should (teacher) and does (student) go on in biology classrooms are presented without interpretation. Classes were studying biology in grades 11 and 12 of South Australian high schools. (AL)

This article considers the experience of a long and significant relationship with a number of students at M.I.T. This student group developed an extraclinical association, and their reactions to this association are evaluated. (Author/RK)

Author has misgivings concerning the sudden thrust of individualized learning and suggests that a balanced approach between the traditional and innovative methods should prevail. (Editor)