Calls for a rethinking of the literary canon and a reflection on the order of culture's discourses and the relations among them. (CRH)

Describes how the lessons from academic and higher education have taught that women need to work closely with schools to incorporate women's studies into the curriculum. (CRH)

Proposed is that the present sequence of algebra followed by geometry leads to frustration. Students should be given the basic skills they need to survive in advanced mathematics and chemistry, with emphasis on percentage and ratio problems. (MNS)

This paper describes the philosophic assumptions underlying the movement towards minimum competency testing. Definitions of such concepts as scientific educational management, what is worth knowing, and the knower are explored. (DF)

Advocates fostering student writers' best efforts by creating ungraded, high word volume writing courses. (CRH)

Urges the use of new developments in structuralist and poststructuralist theory as the basis for a new practice in the teaching of composition. (CRH)

Presents teaching writing as one way of teaching the arts of the practical and discusses the relationship between practical and scientific reasoning. Joseph Schwab's career is read as a series of explorations into the consequences of the Prometheus myth for effective action today. (MJL)

Compares Joseph Schwab's theory to John Dewey's, examines conceptions of educational and social science research implicit in Schwab's work on the practical, considers his view of teaching and its knowledge base, and discusses the types of inquiry needed to support his designs for the teaching profession and teacher education. (MJL)

Americans have always been ambivalent about public education, and this ambivalence is manifested by a split view of education as a vehicle for egalitarian political education and a vehicle for economically differentiated training. In high schools, particularly, attendance is common (i.e., universal), but the education received is not. (CMG)

By 1985, California will have become the first Third World State in the continental United States; there is a critical need for changes in the pervasive ethnocentric pedagogy to make schools more responsive to the multicultural reality of student populations. (CMG)

Presents a set of arguments defending a humanist model of reading as opposed to students responding as individuals to literary works. (CRH)

This commentary on educational reform proposals from the 1950s to the present argues that psychologists and other academicians cannot change the schools; they can only make suggestions. Teachers must become the leaders in making the schools decent, creative, enriching places for children to learn. (PP)

Argues that politics of research must be considered in study design and interpretation of results. Efficacy studies leave larger ethical and philosophical questions unaddressed, such as who decides what constitutes appropriate objectives for whom, and why. Concerns are raised about social consequences of labeling. (TE)

A high school philosophy curriculum would prepare students to cope with social issues and would develop their integrative skills, understanding, and critical judgment. Complaints about student immaturity, uncertified instructors, overcrowded social studies curricula, and the impractical nature of philosophy are refuted. (AV)

Identifies successes and failures of American medical education. Discusses the university portion of medical education, the hospital training phase, the rise of specialty training, medical students and faculty, and the government role in medical education. (Author/DB)