The effective schools movement, explored by P. Coleman and L. LaRoque, has not brought about meaningful change in education because advocates assume that there are norms and values on which all can agree. It is argued that these themes are at odds with the real world. (SLD)

Notes that creation of multicultural campus environments requires systemic, planned change efforts. Introduces and extends application of multicultural-organization development concepts to work of student affairs practitioners. Concludes that, to create truly multicultural campuses, student affairs practitioners must develop strategies to…

The purpose of education through the ages has been to open up paths to freedom, yet the educational community has embraced technology--specifically computer technology--as the definitive and only mandate for teaching and learning as a result of emphasis on technique. Compares computer technology to a totalitarian regime which controls rather than…

Argues that schools always educate for meaning and morality, even when their avowed purpose is to teach only know-how to perform well in a job. There is a hidden but powerful curriculum that treats technology as the sacred source of meaning and that promotes a new technological morality, which has led to techno-holism. Contains 25 footnotes. (PVD)

Eighth graders (n=138) and college students (n=49) read and recalled four complex moral narratives in which moral arguments at different Kohlbergian stages were embedded. Participants with higher reasoning scores on a test of moral judgment development reconstructed more high-stage moral arguments during recall. (SLD)

Explores the position of blacks in British society and considers the role schools might play in a new acceptance of ethnicity and the clarification of values appropriate for the new multicultural society. British society must value and celebrate all its peoples rather than continue current social injustices. (SLD)

A qualitative study explored eight elementary principals' conceptions about leadership and management constructs; beliefs about the role of their personal philosophies; and language used to describe themselves, their work, and their schools. Principals identified four issues: conflicting roles, being there, evolving as leaders, and balancing…

Response to an article on multiculturalism and the status of community languages in Australia, focusing on issues of language maintenance and shift emerging from the article and adding examples from other countries. Questions addressed include who is responsible for maintaining community languages, which are maintained, how this is done, and why,…

Describes a method for assessing the effects of an undergraduate environmental history course on student environmental worldviews, the foundation of which is triangulation of method. A grounded survey instrument was used to supply quantitative and qualitative data which were supplemented by data from open-ended interviews. The method was effective…

The literature profiles few schools that have determined to democratize their existing, primarily authoritarian structures. This article discusses reasons for democratization and summarizes participant responses in two schools in England and South Africa that have attempted such changes. Both studies explore the role of pupil participation in…

Notes the cultural turn in geography toward children's issues. Addresses four research issues: (1) background to current research trends; (2) ethical issues associated with working with children; (3) examples of good methodological practices for working with children; and (4) provocative issues dealing with geographers studying children. (DSK)

Discusses disciplinary actions against the principal of a small, suburban elementary school in Westchester County, New York, from several vantage points: the legal story, the whole-language story, the leadership story, and the school in the community story. Discusses the struggle of public schools both to constitute and to relate to the policies…

Explores moral learning within the context of adult education. Examines two established modes of practice, acknowledging learners' experiences and using discussion circles, both described as flawed. Enumerates core processes of moral learning and finds that reflection on the validity of moral norms assimilated in childhood is central to adult…

Asks what relevance the liberal tradition has for post-compulsory education in the contemporary United Kingdom. Explores critiques of the liberal tradition and finds them wanting. Argues that the underpinning values of liberalism, empowerment, and democracy have potential as a framework for developing an accessible post-compulsory system. (DSK)

Examines moral education in a postmodern cultural context, where there is a privatization of moral responsibility. Building upon a critique of modernist ethics and moral education, five types of response to privatization are postulated and evaluated. Presents the notion of situational sensitivity as defining an appropriate curriculum for…