Characteristics of trade and industrial education are explained under these headings: (1) Curriculum, (2) Industry Relationships, (3) The Work Force and People Served, (4) Types of Schools, (5) Instructional Staff, (6) Instructional Facilitites, (7) Staff Development, and (8) Administration. (GR)

Includes a 23-item bibliography. (JES)

The importance of play (1) to players--players' values, attitudes, and mental states, and whether or not players take their playing seriously; (2) in child development as argued by Rousseau, Froebel, and Neill; and (3) as serious or nonserious business as argued by Johan Huizinga and R. F. Dearden is examined. (SR)

Suggests that educational principles of universality, continuity of education, permeability, liberal education, a broad front for education, and elasticity were directives in educational reforms carried out from 1945-1980. Problems resulting from these principles include universality and the level of education, selection and orientation of…

Knowing the children; creating for them an environment for learning; providing through the curriculum stimulus, experience and opportunity to learn--these are the basics of primary education. (Author/SJL)

Critiques the ideology of New Pluralism. Maintains that its underlying premise is merely disguised ethnocentrism, which an understanding of science, history, the individual and the educational process should deter. Proposes that education should provide students with a scientific perspective with which to evaluate themselves, other ideologies, and…

Several definitions of education are reviewed and the intentions of the educators who proposed them are viewed in historical perspective. Various educational objectives and philosophies are explored. (JN)

This article discusses four general principles that teachers can utilize to increase student achievement. First, teachers should tell students simply and clearly what the behavioral objectives of the lesson are. Second, they should eliminate or reduce irrelevant stimuli. Third, teachers should make sure students organize data with cues. Fourth,…

The validity of the standards by which the National Council for Accreditation of Teacher Education makes decisions is examined. (JD)

Because they have no competition, high schools have a coercive power long ago denied to business monopolies. By requiring certain courses, schools, departments, and teachers assure themselves of guaranteed jobs. Because students have no choice, they are fair game for the most irrelevant material, taught at the most uninspired level. (Author/SJL)