This paper was the keynote address at the International Conference on Teaching and Learning English" held at the University of York, July 1971. (Editor)

Founder of a "deschooled" school, Mrs. Davis sees no future for colleges unless they are dismantled and a new form of learning permitted to exist. (Editor)

Adapting to the needs of a socially, economically, and culturally changing neighborhood was the aim of a parish school in Milwaukee. (MF)

The author discusses several dimensions of evaluation utilization in educational settings as a step toward clarifying the meaning of the term. Definitions of evaluation and utilization are offered, distinctions are made between use and utilization, and the processes necessary for determining if an evaluation use is a true utilization are outlined.…

Surveys the history of composition instruction in America and concludes that imitation exercises may still be valuable to modern students. (JL)

Reports a survey of elementary/secondary teachers' perceptions about moral education: who should teach it; how it should be taught; whether it involves reasoning and/or behavior; whether it should be a separate course; what teaching resources are necessary; and, most importantly, what the crucial questions in moral education are. (Author/SJL)

The author examines the purposes for art education presented in chapter two of the NAEA Commission on Art Education report. Finding that they are not the strongest claims for art in the schools, he presents three recommendations for an alternative theoretical model for art education. (Editor/SJL)

It is argued that, like scientific and moral statements, art statements shape the world we know. This thesis indicates the need for art encounters and developmental teaching techniques, since the knowledge of art statements can only be apprehended through engagement in art and from discussing art and its qualities. (Author/SJL)

This article focuses on the teaching and learning of historical material among young children aged five to seven. It examines present practice, its underlying assumptions and what happens in the classroom, and makes some sggestions on content and methods for history instruction for this age group. (Author/SJL)

The first of these two companion papers presents an account of Dewey's position on the nature of growth and its implications for curriculum development. The second paper provides a critique of Dewey's concept of growth and sketches what C. S. Peirce would have regarded as more viable alternatives. (Author/SJL)

The lack of a documented science of technology of education is discussed and new research approaches gaining credibility and pointing to a more positive direction for scientific inquiry are outlined. (JMF)

This description of the teaching approach of Henry Schaefer-Simmern emphasizes his use of questioning to evoke student self-evaluation and to develop clarity of vision and interfunctional unity in students' art products and their mental, artistic conceiving. Two case reports of his work with elementary students are included. (Author/SJL)

General beliefs among a group of prospective teachers include: (1) Teaching is a rewarding and fulfilling career; (2) teacher education courses do little to prepare teachers for the real classroom; (3) people who like children are effective teachers. (JN)

Recent athletic studies in California have proven that while many schools have attempted to make athletic opportunities more equitable for girls, many discriminations still exist. In this research Title IX addresses itself to these issues and provides recommended action steps for physical education and athletics. (Author/RK)

Examines the extent to which current school practices and policies support teachers' professional development using three principles of humanistic education and concludes that humanistic considerations must be incorporated into all educational institutions. (JM)