Charts social influences and conflicts in educational theory as they interacted in shaping curriculum and educational practice around 1900. Discusses the observations and viewpoints of various educational theoreticians and reformers. (GC)

Discusses children's responses to questions concerning their attitudes about reading, libraries, school influence on reading habits, and tells how adults can help children to read. (HTH)

Presents an overview of the nature of adolescence, analyzes governmental responses to troubled adolescents, and suggests a model for working with troubled teenagers. Describes remedial, therapeutic, and social services provided for adolescents in the District of Columbia public schools. (Author/GC)

The author considers various perspectives on the qualities that distinguish the Catholic school and make it a better place for education. She outlines ideals for Catholic schools presented by Vatican Council II and by the National Conference of Catholic Bishops. (SJL)

The rise of violent crime and juvenile delinquency and the diminished influence of traditional institutions make imperative the teaching of moral values in schools. Principals can take a leading role in pursuing avenues for the prevention and elimination of crime. (Author/WD)

Discusses the unique role of independent schools (private schools) in California and suggests how they can be valuable catalysts in establishing links between students and the community. Information is also presented on college placement of students who graduate from independent secondary schools and on curricula of independent schools. (DB)

The author discusses the 1966 Coleman Report and how its findings have been misinterpreted to leave the impression that schools are powerless to surmount socioeconomic disadvantage. She cites newer research, particularly Rutter's study of inner-city London secondary schools, which show that individual schools can and do make a difference.…

Although schools are becoming the logical sites for the provision of primary health care for children, certain questions need to be answered: How will these services be financed? How prepared are school nurses for an expanded role? How will these programs be designed and organized? (CT)

Briefly describes the vocational, agricultural, and academic curricula at the Ajuwa Grammar School and the Mayflower School, both located in rural areas of Nigeria. Stresses the importance of practical education in developing countries. (GC)

Causes of school violence and possible solutions to the problem are explored. School size, spirit, and climate, and student and teacher attitudes contribute to school security. (JD)

Characterizes schools as institutions with more antieducational effects than educational ones. Sustains the case that the upshot of schooling for many people is a lifelong alienation from the knowledge and, more generally, the culture which schools transmit. (DB)

Argues for the importance of providing adolescents with opportunities to care about and contribute to their communities. Briefly describes several programs that have been based on youth participation. (IRT)

Discusses the sociopolitical function of the school, shows how that is accomplished in the classroom, and explains that present practice supports student alienation. Recommends an alternative set of values and social processes for use in the social studies promoting equality, community, and humanistic social interaction. (CK)

Examines the interrelationships between socialization, education, and schooling, as presented in recent literature. Formulates suggestions for research and action that may improve the school experience of Puerto Ricans in the United States. (Author/GC)

Behavior abnormalities in the neurologically disabled child are due to cerebral dysfunction and not necessarily to mismanagement on the part of the parents. (JD)