Discussed are four issues of importance to educational planners who want to implement nonformal education programs: (1) definitional and identity issues--what nonformal education is; (2) policy issues--role of nonformal education in the new distribution of goods and power; (3) institutional issues--the delivery process; and (4) curricular issues.…

Major reform in the teaching profession involves (1) a shift from the view of teaching as a lifelong career, (2) a broadened definition of who a teacher is, and (3) a system of teacher self-renewal that involves national coordination, focuses on intrinsic awards, and includes rank differentiation among classroom teachers. (CS)

State-adopted definitions of the term "severely handicapped" and certification requirements for teachers of severely handicapped students were surveyed. Seventy percent of the states had some type of definition and state education agencies (SEAs) required general special education, categorical, or specialized certification for teachers of severely…

Concerns about misuse of "poor self-concept" are expressed. Criticisms center around uncertainty of basic assumptions about values Blacks and Indians place upon themselves, and particularly on deemphasis of that part of self-concept dependent on group identity. Before educators can talk about bolstering poor "self-concepts," certain socioeconomic…

Describes rural education in terms of its traditional values, characteristics, most persistent problem (recruiting and retaining qualified teachers), and ultimate challenge. (Author/AH)

Discusses problems of definition of elderly abuse. Examines data and research on the rates of elderly abuse and factors found related to elderly abuse. Critiques theories developed to explain the abuse of the elderly. Presents recommendations for research and practice. (RC)

Structure of physics can be treated as an instructional variable by teachers who make the choices: defined versus derived concepts, operational versus paraphrase definitions, and theoretical versus empirical relationships. Operational definitions and empirical relationships are recommended for beginning students; paraphrase definitions and…

A report by the National Advisory Council on Women's Educational Programs on sexual harassment of women students is summarized. The report is in two parts--a general analysis of the problem and its ramifications including definitions, and a legal theory of sexual harassment as prohibited discrimination. (Author/MLW)

The article reviews the state of the art focusing on identification, evaluation, intervention, and resource allocation - and discusses several issues bearing on unserved and underserved exceptional children. (DLS)

Responses were obtained from all 50 states and three additional service units on a survey of programs for adolescents with behavioral disorders. (CL)

Interconnects numerous conceptual threads in the field of giftedness, such as performance, achievement, competence, outcomes, metacognition, creativity, and making connections. Addresses the influence of different factors on the progressive nature of talent development and the need to differentiate curriculum. (CR)

A survey of 51 state departments of education (including Washington, DC) regarding their definitions of learning disabilities, identification criteria, and operationalization procedures showed the continued effect of the 1977 federal definition and criteria, while revealing variations in state definitions and criteria. The impact on prereferral…

This reprinted paper was originally published in 1981 and addresses issues of classification of children with disabilities in the United Kingdom. It considers several "within-child" and several interactive models in special education and concludes by encouraging the stating of children's special educational needs rather than…

A theoretical model was examined linking early adolescent interpersonal relatedness and self-definition, autonomous and controlled regulation, and negative and positive life events. Findings indicated that self-criticism predicted less positive events, whereas efficacy predicted more positive events. Effects were fully mediated by absence and…

Describes responses of four southern U.S. middle schools to increased potential for violence. Teachers and administrators viewed the cause of school violence to reside outside the school, whereas students saw the cause resting firmly within a school environment in which students were permitted or even expected to be cruel to one another. (KB)