The author asserts that development of a critical pedagogy appropriate for education in this country is a top priority. She suggests ways educators can begin to reappropriate the American cultural heritage to create conditions for a meaningful pedagogy. (Author/CH)

The author discusses change in the context of the profession of technology education. Topics include (1) resistance to change, (2) countering resistance, (3) characteristics of change agents, and (4) factors to be considered during professional change. (CH)

A conceptual model, based on social and psychological concepts, that predicts the behavior of individuals in institutions of higher education in response to organizational change-attempts describes the potential opposition and support a change agent can expect, why change is so difficult, and why change agents are so vulnerable. (Author/CB)

While progress has been made, sex equity in education remains an elusive goal. This article identifies strategies that can be used to achieve and maintain sex equity. Research on creating change in education is reviewed, and what, in practice, has succeeded is discussed. (MT)

This article projects costs for 12 proposed educational reforms, and advises that career education join forces with both the process- and structure-oriented reform efforts if meaningful changes are to be made. (JB)

Provides a historical background for the current educational dilemma up to the emergence of the career education movement in the 1970s. Offers postulative evaluation as a means of avoiding educational shortcomings being blamed unfairly upon career education. (JB)

Contends that organizational changes depend heavily on the supervisor for successful implementation. Points out that a supervisory climate of trust should be nurtured, and tact should be employed if uncertainty and resistance within the organization's staff are to be kept at tolerable levels. (Author/LLL)

This article defines "professionalism" as it relates to home economics, then describes several areas of growth in the profession and offers compelling reasons for their development. (JB)

Describes how school counselors can analyze their personal and professional situation, assess behavioral factors that block change, and set up an effective program for accomplishing desired changes, based on Maslow's hierarchy of needs. (JAC)

Considers the need for responsible, positive, active leadership for educational change and reassessment of educational objectives. Stresses the need to adopt effective strategies for change rather than merely to espouse unestablished values. (PGD)

Attempted to determine whether a specific stepfamily curriculum would affect the stepfamily's awareness of preschool children. Although no changes were found in attitudes in either control or experimental groups, a significant increase was found in the experimental group's awareness. (Author/KS)

How one principal used the six-step problem-solving process--research, rank, plan, implement, evaluate, and publicize--to improve the faculty morale, student spirit, and discipline of a high school previously wracked with racial problems, violence, and community distrust. (MLF)

Focusing on notion of change as integrated into personal and library settings, this essay discusses routines versus change, redistribution of resources, effects of economic recession, technological changes in information transfer media (papyrus and clay tablets, video disks, fiber optics, microcomputers, databases), and changes in library patrons'…

Briefly discusses strategies for establishing environmental education (EE) in schools, focusing on the relationship between EE and the traditional academic disciplines and why EE should be initiated within these disciplines. Points out reasons why EE should be an area of study for all students. (JN)

Taking into account teachers' lives inside and outside school, makes suggestions for staff development in four areas: (1) keeping healthy, (2) building self-esteem, (3) managing time, and (4) developing realistic options for change. Suggestions are based on a study in which most teachers described their experiences with staff development as…