This book examines dramatic interactions between a 3-year-old Inuit girl and the adults in her world. In these playful yet emotionally charged dramas, Inuit adults enact with children the plots that drive Inuit social life; they test, act out problems, entertain themselves, and create children who think and feel like an Inuit. The child, Chubby…

This book offers a variety of practical ideas, tools, and techniques for creating democratic classrooms. It suggests exercises to get discussion started, strategies for maintaining its momentum, ways to elicit a diversity of views and voices, ideas for creative groupings and formats, and processes to encourage student participation. In exploring…

This book contains the texts of a number of presentations from the 1999 NATCON conferences. These papers are: (1) "A Book of Surprises: Games, Stories, and Magic for Career Practitioners" (E. Sylvester); (2) "Academic and Career Choices for Lesbian and Gay Young Adults" (M. Schneider and J. McCurdy-Myers); (3)"Adolescent…

Noting that there is little focus in research literature, in popular discussions, or in policymaking regarding how to promote positive youth development, this research brief presents a preliminary set of constructs that might comprise positive youth development in order to spark productive conversations that will lead to a better conceptualization…

This executive summary describes a resource about innovative teaching that profiles and analyzes the work of eight educators working in secondary school communities in Australia. Each case study in the resource is intended as a stand-alone snapshot of good practice in which voices of students, colleagues, principals, and community members…

Values education has recently been high on the political agenda in many countries, including the Netherlands. Using a theoretical framework based on traditions in several academic areas, this study examined attitudes of Dutch parents, teachers, and secondary school students regarding moral education goals and the division of moral tasks between…

To test possible cultural differences in strength of individualistic motivation and explore reliability of different individualism measures, two individualism measures were administered to 476 Anglo American, 156 Mexican American, and 101 Black children, aged six to 12. Results indicated age but not cultural differences in strength of…

The values of individuals and organizations influence the allocation of time and resources. Institutionalization of experiental learning programs requires students, faculty, and field experience supervisors to appreciate the values of the others and to understand how to resolve value conflicts. (MLW)

The World Conservation Strategy calls upon international, national, and regional efforts to balance development with conservation of the world's living resources (e.g., forests, water, farmland, coastal resources). Environmental educators must inform themselves, establish adequate teacher training programs, and develop curriculum materials to…

An extract from an American Bar Association committee's report on and recommendations for legal education is presented, and research findings are discussed. Among the issues addressed are student attitudes toward and expectations of legal studies, practicing attorneys' views on educational needs, admission criteria, professional values, career…

Outlines how education as practiced in most schools is similar to education in Indian schools and explains how this lack of difference has led to the failure of Indian education. Describes a remedy which fits the goal of tribal self-determination and utilizes the talents of university-trained Indian teachers. (Author)

Consideration of 150 personal, social, and educational factors in relation to sports participation of Scottish adolescents suggested a number of paths leading to school sports involvement but emphasized particularly the important reciprocal influence of teachers' and pupils' expectations and perceptions. (Author/CM)

The family life education model developed in Santa Cruz County (California) schools has confirmed the importance of four factors in program development: (1) community involvement and support; (2) administrative involvement and support; (3) effective and acceptable curriculum; and (4) effective teacher training. (JN)

The cumulaltive impact of court decisions, on the church-related elementary and secondary schools, especially those under Catholic auspices, and on the relationship between religion and education in modern American life is considered. (JN)