A philosophical concept of production technology is proposed which complements the basic underlying philosophy of technology education. It is based on the combined definition of production and technology, which necessitated the restructuring and expansion of the traditional structure into five divisions: harvesting, processing, manufacturing,…

Identifies four points of educational leadership that are crucial in the evolution of the community college movement. Urges leaders to define educational goals; build bridges between traditional and nontraditional education; add a community service component to associate degree requirements; and reaffirm their commitment to equity as well as…

Discusses various aspects of holistic education: (1) educators vary strategies to meet the educational need; (2) educators promote learning as a lifelong process; (3) educators accept that the learner retains ultimate responsibility for the learning process; and (4) evaluation strategies include all individuals involved in the teaching-learning…

The future of dental school clinic operations is discussed including change within dental education, factors influencing change, and some predicted changes. Fundamental change can be predicted in educational philosophy, responsibility for clinical care, clinic facilities, clinic operation, and faculty. (MLW)

Contemporary society is facing rapid and fundamental changes, and educators must take the lessons of the past and shape a plan for the future. This article traces curriculum trends from the late nineteenth century to the present, showing how the aims of education adapted to the changing conditions and social forces. (DCS)

Presents two major points of disagreement with George Henry: English education is not a discipline, and the study of English is primarily the reflexive use of language. Also points to one area of agreement--that there is a lack of theory with respect to the teaching of English. (HOD)

Examines how and why vocational and manual courses were introduced into Buffalo schools at the turn of the century. Argues that the Buffalo experience mirrored the nation's general ambivalence about educational reform, and also demonstrates ways in which Buffalo's experience was unique. (CMG)

Explores the cooperation and resistance teachers often encounter as they begin to use a whole language approach in their classrooms, and discusses whole language as a teaching attitude--returning the freedom of learning to students, but still with requisite responsibilities for providing students with all the options from which they may choose.…

Describes the daily program of a highly successful Japanese preschool based on the Suzuki educational philosophy which emphasizes repetition and structure in teaching. Explores possibility of using program in other educational settings, particularly in the West, because of high cognitive gains by children. (DST)

Examines issues and developments surrounding early National Science Foundation (NSF) curriculum projects, providing a conceptual basis for understanding present science education issues on re-education of teachers and redesigning science curricula. The scientific community had great control on the NSF projects but did not consider new…

Summarizes legal and philosophical bases of Catholic education in Scotland, discusses implications of declining enrollment, and outlines seven current concerns including higher education, special education, teacher qualifications, curriculum for religious education, and programs for the Christian formation of adults. Predicts continued controversy…

Explains why structured composition assignments produce better writing than nondirectional writing experiences, explores the reasons for this, and establishes hypotheses based on these reasons for developing a theory of composition instruction. (HOD)

In the decline of public confidence in education, the underlying issue, what the act of learning is, is exemplified in the attack on humanism in the schools, resulting in a confusion of the process of gaining knowledge with knowledge itself, a shift in responsibility from the individual to the institution, and devaluation of ideas. (MSE)

Assesses differences between Black and White school board members in their socioeconomic characteristics, in how they became board members, in their educational philosophies, and in their school board activities. (Author/ML)

Argues that educational planning is an occupational legacy and that all teachers, given the proper support and resources, can become self-reliant in planning for change, thereby perpetuating the staff development efforts of a school district. (FL)