Explains how five stages, each with an element of feedback from the community, are necessary for systematic educational change through developmental efforts. (DE)

Commissioner James Allen, Jr., and other USOE officials are interviewed about major goals and priorities of the U.S. Office of Education in the 70's. (LN)

This newsletter contains items on educational reform and development. Articles are in English or French; no translations are provided for the articles in French. (MM)

This newsletter contains items on educational reform and development. Articles are in French or English. No translations are provided for the articles in French. (MM)

Discusses necessity for meeting basic affective needs of children before schools can meet cognitive needs. Institutions unable or unwilling to accept such responsibility will force maladjusted to drop out when they are most in need of help. (CJ)

Annual report of the National Education Association (NEA), issued by the NEA Board of Directors. Adapted from a longer report distributed to delegates at the NEA Philadelphia convention in July 1969.

Article considered the plight of youngsters confined to juvenile correctional institutions and then placed back in the mainstream of life without preparation for the changes they will have to undergo. A project designed to change this situation was presented. (Editor/RK)

Presents a model developed to help the University of North Carolina at Asheville assess its market position by identifying competitors as well as desired clientele. Multidimensional scaling was used in a pilot study which showed the school was seen as having a strong commuter emphasis and low academic reputation. (JAC)

Describes the Nigerian educational system. Answers critiques of the liberal arts legacy of the colonial period by pointing out the contributions of the tradition. Advocates a balanced educational curriculum integrating science and technical education with a wide range of humanistic disciplines that address traditional and contemporary issues. (DMM)

Discusses guidance programs in rural schools, suggesting basic functions of guidance programs, such as career development and resources, communication with community, educational planning and assessment, counseling, and follow-up. (AH)

The 18 junior high school teachers at the Ironwood School in Phoenix (Arizona) meet once a week as a team to engage in mutual planning, problem solving, and decision making. The team concept's success is owed to the active support of the school's administration. (PGD)

Cooperative education programs can serve as strategies for resolving environmental threats and dangers, for realizing environmental opportunities, and for transforming the threats and dangers into opportunities. (JOW)