A questionnaire completed by 138 principals indicated that fund-raising by pupils was extensive and was endorsed by parents, principals, and community organizations. The Toronto Board of Education subsequently adopted guidelines to ensure pupil safety in fund-raising outside school and to enhance the benefits of fund-raising, e.g., sharing,…

Focuses on three critical issues that distinguish the foundations scholar: (1) race relations in the United States; (2) nuclear arms situation and world peace; and (3) duty of dissent. Discusses their implications for teacher education and the commitment of the foundations scholar. (TRS)

Analyzes role of faculty in schools of library and information science by reviewing the historical record to demonstrate changing faculty mandate in relation to research, public policy development, and teaching. Discussion covers library school faculty's qualifications, teaching modes, attitudes, and fight to gain acceptance of research in library…

Michigan State University's Center for Urban Affairs is contributing their expertise, research skills, and volunteer time to help Benton Harbor revitalize. Faculty members and students have already completed studies on street repairs, the homeless, and hotel development. (MLW)

Argues that teaching must become a profession--entailing both expertise and relative autonomy--if public schools are to improve. Outlines elements of professionalism and proposes means to professionalize teaching. (MCG)

Reports studies dealing with (1) how unpleasant news is handled in East Germany, (2) whether Nixon was cheated in the l960 election, (3) the Greek-American press, (4) violence in music videos, (5) women in public television, (6) the class action suit as public relations, and (7) the problem of trespass for photojournalists. (FL)

Shows that the initial question in cases of official interference with or public challenges to the decisions of student editors of publications in state-supported schools is whether the editors were performing their editorial functions or their custodial functions. (FL)

Law schools should require excellence of all students, and mastery learning is a technique useful for structuring entire curricula or course segments to achieve high standards. A Rutgers course in contracts, torts, and legal research and writing developed to apply mastery learning strategies has proven successful. (MSE)

College administrative and governance issues related to acquired immune deficiency syndrome on campus are discussed, including fear and prejudice, statistical incidence, development of appropriate school policy, and the governing board's responsibility. (MSE)

The Sloan Foundation's New Liberal Arts Program aims to make a fundamental transformation in the liberal arts curriculum, by infusing applied mathematics and technological literacy. The program is examined by the president of Wellesley College in the context of current philosophical and practical constraints in higher education. (MSE)

According to a Pennsylvania assessment center director, the assessment center process provides continuous opportunities for professional development and allows for the sharing of concerns and understandings with others across the nation. (TE)

The Michigan Institute for Educational Management's Assessment Center Program is based on evaluation of a candidate's strengths and weaknesses in 12 skill areas. The author, a high school principal, describes personal insights derived from this 12-fold evaluation process. (TE)

"Springfield," a simulation-based development program for those who have completed the NASSP assessment center, works well for 10 reasons: motivation, talent, self-assessment, feedback, specific goals, realistic simulation, behavior modeling, developmental mentors, on-the-job development, and a follow-up seminar. (TE)

Oregon was selected as one of four pilot states to field test the Springfield Simulation. Logistical problems are described, followed by a procedural account of the process: personnel, initial briefing, research packets, the three-day simulation, feedback from mentors, and a follow-up at the end of three months. (TE)

The recommendations set forth in "Developing Character: Transmitting Knowledge," a recent statement signed by prominent scholars and educators, are reviewed here for principals. The statement focuses on the importance of education for character development. (Author)