Provides compilation and discussion of the results of the 13th annual Gallup survey of public attitudes toward the public schools. (WD)

The social and interpersonal characteristics of early adolescents are described in relation to puberty and the physical and emotional changes that are experienced by the preteen. Learning characteristics for this age group include problem-solving strategies, self-directed learning, and emerging value systems. (JN)

Recommendations for achieving equity for women in family treatment education and suggestions for dealing with sex-role stereotypes include: integration of foundation content with family practice curriculum; considering theoretical and actual assumptions toward women clients; a strong experiential component to reveal students' attitudes; and…

Presents a lesson for secondary Asian studies, U.S., or world history classes comparing U.S. and Chinese concepts of individual freedom. Students study and write essays on U.S. court cases concerning privacy. They discuss two articles about Chinese concepts of self and privacy and the role of Chinese study groups in resolving disputes. (AM)

Focused on White, Black and Mexican-American women and utilized a cohort analysis to examine the empty-nest syndrome. Hypothesized that if the syndrome occurs, it occurs to a greater degree in a particular cohort of White middle-class women because of a unique set of social circumstances and family values. (Author/RC)

The author explores the tension between the courts' inability to establish judicially enforceable measures of equal opportunity in education and the moral force that the right to education exercises over the liberal imagination, and he suggests legal avenues for resolution of the dilemma. (Editor)

Three strategies can be used by health educators to respond to students' questions about the instructor's personal life: (1) answer honestly; (2) refuse to answer; and (3) equivocate or lie. In deciding how to respond, instructors should try to ensure educational value and be as truthful as possible. (JN)

This article focuses on the distribution of grades as symbols of educational merit. The social function of the artificially created shortage of high marks is discussed and different characteristics of grading systems are considered. The effects of cooperative and competitive distributive systems are summarized. (Author/EB)

Provincial curriculum directors were surveyed and literature reviewed to determine which Canadian provinces have official policies on values/moral education and the extent to which the ministries are implementing these policies through the promulgation of curriculum materials and standards. Reasons for failures to encourage values/moral education…

While the progress made by women in medicine and other fields seems promising, it nonetheless fails to meet the rising expectations created by various legal actions and legislation. People must begin to recognize the social and economic costs of continued discrimination against women and others. (Author)

A six-stage program was designed to teach students about the sexual problems of our society and to help them grow individually on three levels: general knowledge about sex; self-awareness; and social consciousness. The eight-week unit has received considerable support from parents. (FG)

Some ingredients that help promote private school climate favorable to moral development include: moral education as a school goal; faculty discussions of school and personal values; a working honor principle; ethics included in curriculum; attention to classroom group relations; teachers used as role models; and student involvement in school…

Moral education, focusing on Korean cultural values and anti-communism, is part of the required school curriculum in the Republic of Korea. This report discusses the background, objectives, and content of the moral education program, as well as teacher training, time allotments at each grade level, and teaching methods. (SJL)

Aside from being an invasion of privacy, values clarification exercises are inappropriate for most elementary students who, still in the concrete operations stage of mental development, are incapable of generalizing moral principles. It would be better to teach concrete problem-solving processes until the formal operations stage is reached. (SJL)

States that the traditional skills courses are only marginally representative of the broad meaning of home economics, such as individual and family improvement. Discusses housing from a home economics perspective, emphasizing concern with home and family life, social perspective, and housing as a dimension of life style. (MF)