This article presents four principles as a basic framework for developing effective, cooperative relationships between professional teachers and parents, the primary educators of children. (Author/SJL)

The author worries that teacher educators will respond to the handicap mandate as they did to compensatory/multicultural education--by developing courses about specific groups. Such courses may squeeze out the foundations which, by promoting "educational imagination" and concern for human values, really equip teachers to deal with special needs.…

Reviews the major works of the French Marxist sociologist, Nicos Poulantzas, to determine their implications for the educational process. Poulantzas' work focused on the class structure of capitalist societies and the roles of the state and of the schools in maintaining and reproducing the status quo. (Author/SK)

Capitulation to the view that arts education is not the school's responsibility will remove from the school what it needs most: activities and problems that stimulate the imagination, tasks that celebrate ambiguity, prize sensitivity, and encourage children to take intellectual risks. (Author)

The author examines three studies, two new and one a reissued classic, that consider the question: Do secondary school learnings make any ultimate difference in shaping students' lives or society's values? (Editor)

Discusses language as a goal and a means to learning and presents strategies for in-school development of language across the curriculum in the context of consideration of effects on students. (HTH)

Critically assesses a 1979 book by Rutter et al. entitled "Fifteen Thousand Hours: Secondary Schools and Their Effects on Children." Argues that the Rutter study fails to provide scientific evidence which is relevant and capable of corroborating its major hypothesis: that there are significant differences between schools. (AN)

Citing evidence that America's public schools have succeeded remarkably well in creating a literate, upwardly mobile, and democratic society, the author argues that California legislators must be prevented from relegating the state's school system to second class status through increased financial pressure. (SJL)

Discusses the role of the school and the government in helping one-parent families under stress. (Author/LD)

Classroom informality helps attune pupil behavior to the demands of bureaucratic life by contributing to pupil learning of formal social behavior. The paper discusses various concepts of school and pupil roles and characterizes and analyzes the function of the apparently paradoxical nature of student rules. (Author/SB)

Includes a summary of the December 1977 decree by the Communist Party of the USSR regarding policies and priorities for Soviet education, in addition to discussions by four educators of the role of the school in a socialist society, educational improvement, and the role of higher education in changing the structure of Soviet society. (DB)

Suggests that private day schools cannot imitate boarding schools in offering a full "menu" of academics, athletics, and the arts to each student. Both student interests and parental finances would be better served if these three components were separated into optional tracks, each with its own tuition cost. (SJL)

Schools should continue to teach values now that traditional institutions (church, family) have less impact on children. Although some new techniques have concerned parents, it is the school's responsibility to teach the secular value system which is an outgrowth of the religious values of our nation's founders. (AV)

Examines two aspects of adolescence that are components of an explanation of delinquency other than social class; school status and delinquent subcultural involvement. Analysis of data from a longitudinal panel study of males in the Pacific Northwest indicates that both components are related to delinquency. (Author/JM)

Examines the meaning of accountability, how it can be implemented in schools, how it can be measured, what exactly needs measuring, and what functions schools are supposed to perform. (Author/RK)