An advisory group in Princeton, New Jersey, has set functional literacy goals for students to learn to think, communicate, cooperate, and make reasoned and well-informed decisions. The goals are made up of four main components: information, skills, appreciation, and attitudes. (MLF)

Effective guidance and planning are needed to help individuals cope with and integrate changes they experience during their college years. Advisers need to understand the several dimensions in which students are likely to be encountering change. Resources, techniques, and strategies are suggested. (MLW)

Recounts problems facing community college arts programs. Considers college reputation and image essential to student recruitment. Focuses on Mercer County Community College's approach to arts programing, which stresses high-quality productions emphasizing community involvement, integrated services to campus constituencies, aggressive marketing,…

H. S. Bhola's CLER (configurations, linkages, environments, resources) Model, when applied to instructional development, can: (1) anchor instructional development in real time and space; (2) assist in focusing the variables involved; (3) help determine the range of choices; and (4) assist with implementation and evaluation. It can help developers…

The CLER (configurations, linkages, environments, resources) Model for planned change was evaluated to determine whether it could be applied in school settings, using empirical data from two recent national school improvement studies. While the model was applicable, it did not seem sufficiently precise to be, in itself, a powerful tool for school…

Reviews the causes of reduction in force and notes the varying interests of affected parties. Suggests four ways to gain control over situations requiring reductions: understand the facts, formulate a fair and understandable plan, adopt methods reducing the impact of reductions, and make use of regional accrediting agencies. (PGD)

The principal can make a fundamental difference in the performance of a school by involving staff members in school improvement planning, specific teacher and program development, and careful assessment. (Author)

Describes the Adams Township school district's efforts to save its school. (AH)

Argues that in order to look to the future instead of toward the past, a teacher must keep up with research developments. Cites the schools' slow response to the educational implications of social diversity as an example of a failure to keep up with research results. (JL)

Addresses the issue of utilization of program evaluation information in public schools. Provides perspectives on utilization of evaluation information derived from knowledge utilization theory and research. Describes a set of program evaluation guidelines. Reports a meta-evaluation of the application of the guidelines in public schools. (Author)

Explores factors within the developing individual and external to the school which make early adolescents (10-14 years old) complex, diverse, and unpredictable. Focuses on developmental characteristics (physical maturation, cognitive growth, social development, behavioral expression), and the role of schools in facilitating positive growth in…

Discusses environmental education in terms of the scope of the field, its relevance to developing countries, some central planning and implementation issues, and the economics and politics of environmental education. (WB)

Examines factors affecting the organization and expansion of higher education systems in advanced Third World countries. University accountability and autonomy, educational planning, the choice and implementation of curricular specialities, and the adaptation of new institutional models to meet the needs of developing nations are discussed. (AM)

Stresses the need for increased understanding of the student's role in the classroom, suggesting that student traits must be considered in planning affective and academic education. (Author/CM)

The curriculum and instruction specialist should not fall prey to the "expert syndrome," in which the specialist decides on the "best" curriculum or instructional method without considering the teacher's discipline or personality. (CJ)