The author suggests a system, which he calls eco-cybernetics", to serve as the basic core of functionally-related curriculum patterns. (AK)

The author describes the innovations of the past decade and why they have failed. What we need is relevance. (MR)

An overview of the value, history, work, and possible future of the Schools Council and its effect on promoting decentralization and professionalism in English education. (VW)

History and purpose of an audio-video-computer communications network in education. (RA)

Discusses developments in preschool education including implications of its nonmandatory nature and explores the similarities and differences between preschool and compulsory education. (JOW)

Challenges the doctrine that the curriculum of public education must be value-neutral. Argues that education should embrace a commitment to the highest possible level of cognitive awareness, supplemented by commitments to persons, to the enjoyment and employment of knowledge, and to community service. Recognized limitations on public education's…

Presents a model outlining three procedural steps to be followed in the revision of refinement of existing instruction consisting of component, congruence, and continuity analysis. Basic instructional components are defined and Merrill and Wood's Instructional Strategy Diagnostic Profile (ISDP) is presented as an instrument for determining…

Discusses 17 years of growth and development at Wisconsin Indianhead Technical Institute in Rice Lake, Wisconsin. (JOW)

A survey of newspaper editors on trends in educational news coverage indicates that many newspapers are expanding and improving their coverage and are covering a variety of educational activities, but that fewer than half have a full-time reporter assigned to education. (RL)

A survey of American library education and development in the last century. (LS)

Examines the introduction and growth of state-supported schools in two German colonies in Africa, Kamerun and Deutsch Ostafrika, describes African reaction to and utilization of them, assesses, from the colonial perspective, why such schools were introduced and what they were intended to accomplish, and examines the reasons for their differential…

Suggests the worst and best prescriptions which could be derived from E. D. Hirsch's book, "Cultural Literacy," and other books like it. Recognizes that Hirsch has identified a serious problem in the schools, but indicates that his proposed solution is too simple for a complex problem. (MS)