How general educators feel about vocational education is an important consideration in planning career development programs. A recent study investigated attitudes of junior high school faculties and tested alternatives for improving those attitudes. (Editor/JK)

Article addressed itself to the question of whether adult education is a profession, considered terms associated with occupational professionalization, and discussed some alternative stances to lifelong learning and lifelong education on the part of adult educators. (Author/RK)

Reports the development of a Thurstone Scale to measure attitudes toward adult education. Discusses the need to develop new adult education research instruments and to review, validate, revise, or replace existing ones. (JOW)

Criticism of schools persists despite past implementation of educational reform. Argues that expectations for schools, such as leading social reform, are unrealistic, since schools reflect rather than shape society. Notes changes in school criticisms from the 1960s to the 1980s and advocates an education of substance and content. (RW)

Asserts that knowledge of children's literature is essential to an understanding of children and to being a literate member of society. (AEA)

Reports the results of a random survey of board members and superintendents in 80 small and medium-sized school systems in northwestern Ohio. (WD)

Results of this study indicate that beliefs and attitudes about adult education differ significantly for andragogically and pedagogically oriented adult educators. A significant correlation exists between interpersonal behaviors and the orientations of andragogical adult educators. (Author/SK)

Discusses the claim that attitudes determine the way a foreign language is acquired v the claim that the exact opposite relationship exists. Concludes that the motivational hypothesis does not fully account for the relationship between attitude and success and that foreign language learning causes the formation of positive and negative attitudes.…

Considers the impact of Northrop Frye's work on education. Shows how Frye explores systematically the continuity of the literary tradition and the structural principles used to discuss that tradition. (RL)

The concept of metaneutrality in teacher education implies that teacher trainers qua teacher trainers should remain neutral about educational aims with regard to the students being taught in the schools. The desirability and possibility of this position are discussed. (JMF)

Article concludes that art education is equally important for all students as a means of self expression, and not just for the few who are considered gifted according to traditional and often narrow standards. (RW)

Cites some general differences between scholars and teachers. Suggests that it is within the concepts and practices of humanism that the cause of their major differences rests. (Author/RK)

The "praxis argument" emphasizes knowing "how" rather than knowing "that"; the acquisition of skills and tools rather than the learning of facts. Author challenges this view and its domination of curriculum planning within schools. (Author/RK)