Under the existing social order, it is impossible for the schools to effect any meaningful or lasting change in the lives of their students. (CK)

The training of teachers to properly meet the needs of today's students is discussed. (CK)

A study which examined the roles played by the family and the school in the political socialization of the Turkish bureaucratic elite revealed that the Turkish bureaucrat is not a direct recipient of values from his parents. An elitist attitude is usually acquired through direct socialization at school. (RM)

The provision of services is discussed for the following areas: defining curriculum and methodology, working with parents in new roles, delivering related services, modifying buildings and equipment, defining the least restrictive environment, providing transportation, and determining the budgetary impact of low pupil-teacher ratios. (SB)

Examines why teachers have responded unenthusiastically, if not negatively, to socialist criticism of education in the United States. Points out shortcomings of the critique and the areas it has not explored. (JOW)

The article discusses the relationship between the hearing impaired child's family and the school. Some general principles that are fundamental for maintaining a productive relationship between school and family are examined and are illustrated by descriptions of typical school/family relationships. (DLS)

Examines some areas in which change is required if the schools are to meet students' needs. The areas include desegregation, finance, teacher training, instruction, and planning. Argues that the schools, parents, and the larger community must work together. (IRT)

Explains that the school can not only recognize abuse and neglect before a child is battered or emotionally scarred, but it can also intervene. Outlines four prerequisites for the school's role as intermediary between the family and the community agencies and resources that can help the family. (IRT)

Future-oriented planning is necessary if schools are to succeed in upgrading contemporary education. (Author/LD)

Describing the need for energy alternatives in the U.S. which consumes 33 percent of the world's petroleum output, this article advocates educational leadership via solar energy education, maintaining that solar energy education can become the catalyst for energy education in our schools because it is fresh, visible, and challenging. (JC)

Examines a nineteenth century recommendation by Matthew Arnold for democratic educational reform calling for a broadly accessible liberal education to cultivate a magnanimous and civic-minded democratic populace. Discusses how the old vision might become a new blueprint. (SLD)

The September 11 terrorist attacks in the United States had an impact on everyone across the nation, and certainly included college campuses. This article addresses campus responses targeted at students and identifies future implications. (Contains 20 references.) (Author)

Every human being has a right to be treated decently. At present, students in U.S. schools are not given conditions that meet the criteria of human decency. This situation should be corrected immediately because it violates human rights and mitigates against human fulfillment. (Author)