Discusses how three basic management tools combine for effective performance improvement. (Author)

Pressure today is exerted upon school officials for alternatives. The author presents several programs his school system has initiated, with frank appraisal of their success or failure. (Editor)

Intensive courses may have the effect, for better or worse, of inculcating a non-bureaucratic or even anti-bureaucratic approach to education and life, while concurrent courses most likely reinforce bureaucratic behavior patterns. (Author)

Results of an experimental program developed for culturally deprived kindergarten and first grade children; revisions are being made. (SP)

Study involved the development of a carefully sequenced, two-year program in dramatics and public speaking for kindergarten and first-grade children and an investigation of the effects of the program on children's acting and speaking. (Authors)

Describes experimental training programs for developing arbitrators and the creation of simplified arbitration and grievance handling procedures to help meet increasing needs. (MF)

Describes a program for second and third graders, using interest centers, a bank, a store, and money''. (SP)

Resume of several articles that have been written about performance contracts. Articles discuss its history, various facets of performance contracting, favorable positions on it, reasons for opposing it and measurement problems connected with it. (RB)

Test projects seek ways to take inner city residents to suburban jobs. (Editor)

Short term intensive training and long term diffuse training under resource personnel both produced substantial modification of teacher classroom behaviors. Creates optimism regarding reliance upon environmental stimulation to foster academic and behavioral improvements. (CJ)

Particular features of this experimental program were to provide access and encouragement to young northern students, especially those of Indian, Eskimo, or Metis origin. (Author/MB)

The Staples Governing Board of Staples High School, Westport, Connecticut, is an attempt to give students a voice in cooperative educational decision-making. (Author/DR)