Analyzes Marx's program combining schooling and work. Identifies Marx's moral, economic, educational, training-related, political, and tactical arguments for child labor. Contrasts Marx's views on education and work with progressive and Utopian standpoints. Reviews Marx's model of the factory school and his views on the regulation of child labor.…

Describes schooling in Israel, where religion is the center of learning for Jewish, Christian, and Muslim children. Outlines five kinds of schools available to Jewish children. (Author/JM)

Holds that many critics of experiential learning programs have confused specific programs' characteristics or activities (such as mountain climbing in Outward Bound) with the fundamental concept underlying the learning-by-experience approach. Lists requirements of effective experiential education programs: (1) new, applied skills; (2) responsible,…

Notes that the most significant minority group in schools today--one that is increasing in number and achieving below average--is that of children from one-parent homes. Discusses the major contributing factors to this phenomenon. (FL)

Argues that teacher training institutes, school districts, classroom teachers, and substitute teachers need to clarify and define the role of the substitute. (FL)

American schools traditionally have been expected to have a role in students' affective development by encouraging positive development and preventing undesirable development. (MM)

Argues that the social studies curriculum should extend the concept of critical thinking to social criticism since competent citizenship implies the concept of the citizen as a social critic. The social critic investigates both the subconscious and systematically suppressed dimensions of society. (Author/KC)

Discusses the growing demand for library school graduates in special library environments and addresses the role of the library school in responding to that demand. (FM)

This is a discussion of the conflict between egalitarian rhetoric and elitist practices which has always existed in American schools. Also considered is the desire of disenfranchised groups to use the schools not to maintain their differences, but to advance toward a more comfortable life style. (SJL)

The author examines the philosophical bases for the differing opinions of Russell and Bode as to the relative values of education geared toward individual development as opposed to those which concentrate on developing a sense of citizenship or social responsibility. (MJB)

Through investment in human beings, appropriate education contributes to the development of a milieu favorable to economic progress. Thus, the building of a modern nation depends upon the development of people and the organization of human activity. (Author/GC)

The author defines African culture in a Kenyan context and proposes a tri-polar cultural paradigm to chart the metamorphosis of Kenyan culture from a traditional through a national to an international focus. He makes suggestions for the role of the school in promoting an international cultural standard. (Author/SJL)

This paper examines several unrealistic assumptions regarding fundamental purposes and expectations for public education and offers recommendations related to priorities, scope, purposes, expectations and directions for our nation's public schools. (Author)

Uses the experience of one school district to indicate the number of noneducational services the schools are expected to offer students. Argues that the schools must either be given more resources or asked to do less. (IRT)

The model program described was designed to provide teenage mothers with knowledge and skills needed to successfully cope with caring for their infants. (JD)