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The article presents a college administrator's approach on how to handle the conflicts between faculty, students and school administrators. Administrators, faculty and students have clashed over the roles to be played by each group within the framework of institutions of higher learning. Demonstrations, confrontations, sit-ins and force negotiations have resulted from student and faculty unrest. Americans have watched the problems of the colleges and universities of this nation with interest. The resolution of this problem has caused the public to react through their state legislatures and elected officials.

The article offers information on research supplement. It also identified criteria for the selection of articles. First to be stated is that the manuscript should convey data. It should involve some evidence to strengthen the reliability of the measures implemented in the study. The article should concentrate with teachers' behavior and that of students as variables. It should also offer a discussion of the results in a way that the meaning of the research is comprehensible to readers. An invitation for authors to submit manuscripts related to research in education is presented.

The article focuses on the study of contemporary education through comparison of educational activities with games. Many educators, as well as school bureaucracies, consciously or unconsciously are involved in activities which resemble games. Four games played in many educational organizations are "Bureaucracy," "Deviance," "Performance" and "Game." The introduction of these games to studying an educational organization can be revealing of bureaucratic structures. The fit between social arrangements, such as organizations and creative and/or intelligent personalities, becomes evident through analysis of the games being played. Bureaucracy is a low-level game to add more resources to the school, or to climb in the traditional power structure. If played as a game, Bureaucracy readily leads to fantasy. When examined, Bureaucracy releases hostile feelings induced by organizational stress. The frustrations felt by people caught up in bureaucratic structures can be revealed in stark relief, especially by teachers and students. Deviance is a useful game for exploring the meaning which various outside people represent to the organization and to ascertain behaviors or actions which appear somewhat different from those acceptable to the group.

This article presents the author's views on the importance of creative supervision in education. Perhaps the supervisor's greatest challenge comes in the principle, supervision provides effective ways for the release of creative potentialities of the people involved, to the end that the maximum amount of growth and learning will take place. In order to follow this principle, supervisors must strive for a climate in which creativity of thought and action may be inspired and released. Because a democratic climate, conducive to creativity, existed in the author's school in West Hartford, Connecticut, she decided to conduct an experiment. She was in the sixth-grade classroom where the scarlet blossoms of the maples could be seen through the windows. She told her students to write an essay on spring. The author sent five of the students outside the classroom and told them to return to the classroom at the end of half an hour. Before she had read more than a paper or two, the teacher realized that something rare and very remarkable had occurred. Almost without exception the children could identify the papers written outdoors. Following the readings the class discussed the things that had made the writings effective, concluding that writing is more powerful when the author is close to his topic. Creation is found wherever learning is found. The experiment shows that supervision has gradually moved from the improvement of instruction to the improvement of learning.

Presents news briefs on issues and events related to education. Information on a three-year adult demonstration project called IMPACT; Discussion on its presentation on how school education helps direct social changes for the task of providing new types of continuing education for all; Description of a research memo which is a compilation of an analysis of the current status of class size.

The article focuses on developments in criterion-referenced measurement (CRT), an alternative to the traditional norm-referenced test (NRT). The CRT is used to identify an individual's status with respect to a previously established standard or performance. On the other hand, NRT requires that an individual's performance must be identified with respect to the performance of others on the same test. An overview of research, speculation and developmental work into the nature and consequences of CRT is presented. The authors contend that additional groundwork is necessary to establish a framework for CRT in the classroom on a daily basis.

The article discusses the comparison of the proposed Mathematics curriculum administered by the Mathematics Curriculum Committee, as part of educational changes in the U.S. Gordon Mackenzie, an author, has observed that the curriculum change process undergo a series of phases, beginning with criticism of the old program and ending in implementation of a newly selected program. He conceptualized the phases in terms of six variables or determiners of the curriculum. These determiners include teachers and students for whom selection will be made, the content, methods, and materials involved in the proposal, and the element of time. After examining the possible effects of the proposed curriculum on each of the six determiners, the proposal with the most desirable profile will be selected.

The article identifies the strengths and weaknesses of the inductive method for and by the educational researchers through null hypothesis. The strength of the inductive process is that it can be used to generalize beyond the findings of a particular study or research. The real contribution of research to education can be in its confirming of general statements or laws dealing with teaching and learning. The most obvious limitation of the inductive process is that inductive procedures cannot be used to prove anything. Data may only support, fail to support, or in some cases, discredit a generalization. A further limitation of the inductive approach in education is brought about by the use of the null hypothesis model of decision making. When the null hypothesis method of testing statistical hypotheses is used, and when the results are not significant it is not appropriate to say that the null hypothesis is true, and thus the generalization tested is invalid. As long as researchers use the null hypothesis model of decision making as their primary tool, they will be unable to find evidence that disconfirms hypotheses. Instead, they will only be able to collect evidence over a series of experiments that fail to support the hypothesis under test. Because of the limitations of the inductive process, a more valid conclusion would have been simply that the data of the research support the hypothesis of the study.

Reprints the article "Semantics in Freshman English," published earlier in the February 1962 issues of the periodical "ETC," and "College Composition and Communication Journal." Mention of the Freshman English course with the importance of logic; Attention to the semantics in Freshman English; Information that many colleges devote the major part of their attention in Freshman English to teaching all over again the mechanics of English, which the students have been drilled in over and over again since grade school.

The article investigates the teaching-learning process that is occurring in a number of open schools in the United States. According to the author, open spaces do not necessarily ensure freedom in the classroom. Freedom to learn, to grow, and to choose a learning activity does not appear to be a function of walls or the dearth of them. According to author J. Dewey, freedom is a mental attitude. If freedom is characterized by exploration and experimentation, then children must be given with not just the opportunities to explore and experiment but the materials to examine and investigate as well.

The article presents a list of new curriculum bulletin. Some of the bulletins are: "Inter-American Education," "Activities, Projects, Units of Work Cataloged for 1932-1939," "Living and Learning in the Elementary Grades" and others.

The article focuses on the efforts in the U.S. to make citizenship education in the schools more meaningful and relevant. Conventional citizenship education has lost its relevance, thus curriculum content and teaching methods need to be improved. Learning opportunities outside the formal classroom walls should be tapped. Students should be exposed to actual situations where their skills in resolving conflicts can be put to test. Cognitive and affective objectives must go hand in hand in teaching the subject.

The article presents several studies conducted in relationship to the mathematics laboratory as a teaching technique. The studies cited, include "A Comparison of Effects of Laboratory and Conventional Mathematics Teaching upon Underachieving Middle School Boys," by M.S. Cohen, and "Arithmetic Achievement as a Function of Concrete, Semi-Concrete, and Abstract Teaching Methods," by R.D. Curry. Also included are "A Study of the Relative Effectiveness of a Meaningful Concrete and a Meaningful Symbolic Model in Learning a Selected Mathematical Principle," by Elizabeth Hammer Fennema, and others.

The article presents news briefs pertaining to education in the United States as of November 1973. A supplemental high school textbook on Asia was banned by the school board in Stockton, California after a board member complained that it is "soft on communism." Two sculptures produced by a girl student for a high school are festival in Houston, Texas were banned by school authorities because they depicted nude men and women. A record number of scholarships wee awarded to public high school seniors who participated in the programs conducted by Student Science Fair In. in Chicago, Illinois. The National Study of School Evaluation has developed guidelines for multicultural/multiracial education.

The article examines the cognitive level, length, and syntax of pupil responses to teacher questions. It shows that the cognitive level, length, and syntax of pupil responses are highly contingent upon the cognitive level of teacher questions. Evidence is provided that there is a significant association between the cognitive level of pupil responses and the length and syntax of those responses. The study provides empirical support for the assumption that the characteristics of pupil responses are significantly related to the level of teacher questions.

The article presents various news and announcements pertinent to education as of May 1972. Rand Corp. released a six-volume report that analyzed educational performance contracting programs in Norfolk, Virginia; Texarkana, Arkansas; Gary, Indiana; Gilroy, California and Grand Rapids, Michigan. During the summer, the Canadian government launched the Opportunities for Youth Program (OYP) in which 28,000 high school and college students who were unable to find summer jobs were paid from $60 to $90 a week to engage in 2,300 approved projects ranging from beach cleaning to tutoring disadvantaged children.

The article discusses the curriculum laboratories in the urban educational school system of Detroit Public Schools. The purpose of curriculum laboratories is to create relevant, effective curriculum procedures and supporting materials. The task of the Detroit Public Schools Curriculum Laboratories is to assist educators and other involved personnel in the development of improved learning strategies. A main point that could be considered in the curriculum laboratory is that there should be a solid historical and philosophical basis for the concept.

The article reports on the Project Head Start. Project Head Start was a comprehensive program designed to address itself to the educational, emotional and physical needs of the child while dealing with the problems of the family, needs and resources of the community. The first program launched by Head Start focuses on the preparation of the children to enter the first grade of public school that showed positive results. Moreover, it discusses the experimental program sponsored by Head Start called Planned Variation which focuses on the effects of approaches to preschool education and others.

The article focuses on the role of teachers in sensitivity training, that is, group relations training. However one may choose to describe the learning process in the context of the classroom, there necessarily has to be concern for the relationship between the teacher and the pupil. Such a relationship requires the individual to have certain skills and abilities and to communicate himself to the other person through his expressed attitudes and behavior. Given the assumption that teachers are qualified in some content area, they still should be afforded the opportunity to participate in some type of human relations or sensitivity training. The outcomes of sensitivity training are construed to be a necessary though not sufficient condition for learning. The teacher needs to be aware of the purposes, must understand the relationship to the classroom learning situation, and must be given the necessary skill to be able to translate the outcomes of the training laboratory to classroom behaviors. Thus, the teacher needs to be versed in sensitivity training as well as be a participant.

The article presents the educational programs aiming to develop the concept of innovation in several levels of education in the United States. The program called "Technology for Children Program" implemented in Trenton, New Jersey aims to design a learning environment for children where they are given a chance to interact with various learning materials. Stout State University and Ohio State University developed the "American Industries Projects" which focuses on educating junior high school students about general education through industrial arts. Also included among the programs discussed is San Francisco State College's "Programs of the Center for Technological Education".

The article presents a discussion on whether learning is improved by using a practice technique that is spaced over time and provides rest periods between sessions (spaced practice), or whether learning is improved by bunching the practice sessions together and allowing no rest between sessions (massed practice). It investigates the relative efficacy of spaced versus massed practice using a significant task in normal school classrooms. It involves both human and animal studies. Results of the studies are also provided.

The article examines available research studies concerning the importance of teachers' ability to explain on effective teaching and education. Explaining was defined as the skill of engendering comprehension of a process, concept or generalization. The studies about the ability to explain involve two changes in the design for the study of teaching effectiveness. First, only short segments of teaching have been observed; and second, the role of the teacher is limited to the explanation or presentation of specific cognitive material.

The article reports on developments related to education in the U.S. James R. Squire, retiring executive secretary of the National Council of Teachers of English is the new senior vice-president and editor-in-chief of Ginn and Co. The Wayne County Intermediate School District has issued a new annotated bibliography entitled "Language Arts Tools," compiled by Rachel G. Brake. New teachers in Clark County, Nevada was invited to attend the "Strip Orientation Workshop" on December 10, 1947.

The article is designed to stimulate the development of more effective educational proposals and to call attention to a generally overlooked component of any successful program. The component that is necessary for alleviating educational disadvantage is diagnostic attention. This requires greater appreciation for the way in which time is used, in which staff is deployed, and in which the deficiencies of massive, some what conventional, programs are recognized. Diagnostic attention could result in vastly improved productivity on the part of pupils and far greater pride on the part of faculty members. Three cases in different environments such as classrooms in urban and rural areas illustrates what is meant by diagnostic attention and what the results might be if this procedure could be included in the program. These three cases remind all of those who strive to alleviate cultural deprivation that one must crawl before one walks and walk before one runs; to attempt to teach basketball skills to a crawling infant is impossible, frustrating and self-defeating. Diagnostic attention must be manifest in individual programs, for the types of problems that have been illustrated in the three cases cannot be identified in group activities and probably cannot be treated in massive applications. Applying diagnostic attention is not nearly as time-wasting as attempting to solve problems without first identifying their underlying causes.

Discusses teaching machines and auto-instructional programs. Information that one has been hearing a good deal of talk lately about teaching machines; Concept of self instruction a concept of individual instruction; View that good teachers are scarce, and, at least in relation to demand, are getting scarcer.

Describes a reporting program developed by the author during her three years as principal of Madrona School in Seattle, Washington. Information that a fourth-fifth grade invited parents and principal to a science lesson; Information that the entire class has been studying water, its characteristics and its uses; View that what made the lesson exciting was the fact that the teacher gave each child opportunity to make his best contribution no matter what his grade classification might be; Claim that the children learned a great deal of factual and accurate information about Northwest Coast Indians.

The article provides information on a plan that would be a step toward effecting a general education program within the field of teacher education. The liberal arts colleges are generally unconcerned about efforts to work out a scheme of general education at the high school level. On the other hand, paradoxically, schools of education, though they alone push programs of general education at both the elementary and the high school levels, have been derelict in effecting a similar much-needed integration in the field of teacher-training. Three ideas controlled the development of the program mentioned here. First, such a course should be organized in terms of what teachers already know about how people learn, and thus should aim unashamedly to reach the inner life of the prospective teacher, not strictly to objectify its subject matter. Second, it should be based on the essential issues of formal education in a culture. Third, since method is as important as content, the course should proceed under all sorts of methods of instruction so that students may have the opportunity of appraising these methods while being inside them.

The article focuses on a paper that published headlines about a teachers new methods in race teaching in the rural areas, in the southern state of the U.S. As soon as the newspaper was distributed, phone calls were made from all over the state, asking for the teacher's dismissal. People in the teacher's own community were slow to express themselves as a whole, but one man became a passionate advocate of her dismissal. As the days went by, it became more and more evident that there was to be in the little rural school and community a test of almost all the human relationships and the assumptions on which democracy is based. There were strong forces advocating the course of authoritarianism--fire the teacher and put a summary stop to discussion. The school went forward with children, teachers and parents far more keenly alive to the meaning of the democratic principles of freedom of speech, of press, and of conscience. This incident affected most directly about 150 families and the educators who knew them. Indirectly it affected a whole state, and illustrated a pattern for dealing with public education in full view of the public, without repression of fact or opinion.

This article reports that beautiful school buildings, elaborate equipment, and unlimited instructional materials do not, in themselves, assure good teaching. It is informed that teachers in modern schools are attempting to do something infinitely more difficult than to lecture, exhort, or advise a single pupil. He is seeking to guide the growth and development of many pupils who differ significantly in their needs, interests, and abilities. The teacher in modern schools is not satisfied with the verbalization, memorization, and recitation that characterized much of traditional teaching. He is striving to provide opportunities whereby his pupils will be encouraged to think, to express themselves, and to apply the knowledges and skills which they learn. The reluctance on the part of many school boards to spend large sums of money on equipment which is requested in vague terms such as "providing a pleasant environment," "aiding the over-burdened teacher," "modernizing the curriculum," is completely justifiable. The teacher making requests in this manner does not himself understand the real significance of this type of equipment.

The article analyzes whether school textbooks used in the United States meet fair minority group standards. According to the author, many textbooks used in the country's schools are unsatisfactory tools of learning for children in a pluralistic, democratic society. The author claims that a pattern seems to characterize most textbooks, this pattern being one of minimizing the role of minority groups in the development of American civilization and in the ongoing life of American contemporary society. The author discusses the actions taken by schools systems to ensure that their book adoption procedures give analytical attention to the fair treatment of minority groups.

The article focuses on different ways and means to improve spelling instruction. The concern about spelling is reinforced by the results of standardized tests which have been given over a period of years. The Language Arts Curriculum Committee, which is one of six voluntary general curriculum committees, decided to see what could be done about the problem. Some of the following were mentioned as possible contributing causes of poor spelling instruction--poor and inadequate format spelling program, the routinized use of a formal spelling program, insufficient time for teaching spelling, not enough attention to spelling in everyday writing situations and words taught are of no immediate use to pupils. In attacking the spelling problem the Committee determined to try a number of approaches. In one case, four different formal spelling programs were selected for the study and comparison, in grades two through eight in ten different schools. The most difficult problem is that of evaluating the effectiveness of the various approaches and methods that are being used. Teachers have been encouraged to try out any ideas they might have for evaluating results.

Presents news briefs related to the field of education. Information that L.E. Jones has been added to the faculty of the University of Florida as consultant for the school service program; Plan of the teachers of Weymouth, Massachusetts, to evaluate the present school practices with a view of making needed improvements; Decision of the University of Rochester and the Board of Education to conduct during the summer of 1945 a six-week workshop in secondary school curriculum.

The article describes the stations-centers-places method of classroom teaching used at Mebane Middle School in Alachua, Florida. The method is a technique for individualizing instruction through learning stations. According to the author, the technique gives teachers more time to help, support and guide students since they do not have to dictate to them and try to rule them. The author states that a stations-centers-places method should be made attractive to attract students' attention. This can be done by using bright colors, pictures, mobiles and bold letters. The author cautions teachers to combine the learning stations technique with other methods of teaching so as not to bore students.

The author reflects on the importance of international cooperation in educational research. He believes that educational research is hampered by the problem of cultural bias or distortion which are illustrated by the errors of over-generalization and under-generalization. The solution to the problem is to eliminate generalizations. He asserts that international cooperation is an essential requirement of long term and sustained progress in educational research. The widely acknowledged fact that we live in an increasingly interdependent world calls for the importance of expanding international cooperation in the field.

The article presents information on various publications related to education. "In Henry's Backyard: The Race of Mankind," by Ruth Benedict and Gene Weltfish is a picture storybook which presents the basic scientific facts. "Cooperation in General Education," is the final report of Cooperative Study in General Education. This official report is of interest as an example of cooperative curriculum study as well as for the actual findings and recommendations for a general education program. "Promoting Personal and Social Development Through Reading," compiled and edited by William S. Gray, gives a detailed account of the proceeding of the annual reading conference at the university of Chicago. "Intercultural Attitudes in the Making," is an yearbook by the Joy Dewey Society. The book is very successful in personalizing the experiences of parents, youth leaders, and teachers at work in the area of intercultural education, so that the reader feels he has witnessed the activities and sees their implications for his own situation.

The article presents news concerning education in the United States as of May 1974. Jerold R. Zacharias is directing a project for the Education Development Center under a grant from the Office of Education to develop a series of television lessons on mathematical topics to children in the context of realistic human activities. A report by the National Commission on the Reform of Secondary Education has called for the elimination of compulsory education beyond the age of 14. An issue of the periodical "Bulletin of the Council for Basic Education," has criticized the recommendations in the report of the National Commission on the Reform of Secondary Education.

Discusses various techniques and exercises used for conflict resolution to improve students' interpersonal relations. Techniques to make students realize various causes of conflict; Use of active listening techniques to resolve conflicts; Need to educate the students with techniques to play the role of an effective mediator in conflict resolution.

The article focuses on the classroom as the primary tool for helping younger people understand the proper use of student rights. According to the author, if schools are really to make a commitment to help students find personal meaning in the concepts of freedom, dignity, rights and responsibilities, a base is needed for developing programs and processes which have high success probability. The matter of student rights and responsibilities, according to the author, is not so much a curricular issue as it is a total school commitment to human development as the all-purpose goal of education.

The article highlights two studies which suggest that student participation in a teacher's lesson affects subsequent preference for using the teaching styles noted in the research. These teaching styles are the discovery style and the expository style. In the studies, the student response variable was not experimentally varied, so the authors thought that it was possible that other differences existed among groups which may account for the preference shifts derived from the experiment. The authors cautioned that the results were obtained with undergraduates preparing to be teachers and that it may be that increased experience tends to stabilize teaching behavior to the point where it is relatively uninfluenced by student response.

The article discusses the issues covered by the concept of student rights in the United States. The authors assert that it is both the right and the responsibility of young people, as citizens and students, to study and engage in progressive social action as part of their education. The authors' interpretation of student rights and responsibilities is based on two propositions fundamental to revolutionary dialectical materialism. The first proposition is a belief in the unity of theory and practice, of knowing and doing, and the second is that resolution of dichotomies related to student rights necessarily entails progressive action.

The article examines the views and feelings of teachers about in-service education citing the need for in-service programs to be more responsive to the needs and interests of practicing classroom teachers. A Teacher Attitude Toward In-Service Education Inventory was conducted to gauge teacher attitudes and opinions. Teachers indicated that in-service programs should include special orientation activities for the new classroom teacher. Also, teachers need to be involved in the development of purposes, activities, and methods of evaluation for in-service programs.

The article discusses the components of a general instruction theory for introduction and testing in the classroom. The said components are the factors which make a child inclined to learn, knowledge structure consisting of power, productiveness and economy, optimum sequencing needed for learning, and schemes which deal with punishment and reward. Instruction theory should be distinguished form theory of teaching since the former provides a broader scope for the classroom environment than the latter.

The article features the author's hallucination of a military-industrial conspiracy to capture control of education in America. The author imagines that state legislatures are imposing an industrial cost accounting system on the schools of their states. He thinks government agencies are pressuring school administrators to regiment teachers and pupils so that time, space, movement, deployment of staff, allocation of materials, decision-making procedures, and authority all take on a precision characteristic of a military manual or a Ford production schedule. The author imagines reading technological treatises which offer feasibility studies for the replacement of human teachers with computers and technology.

The article presents a discussion on the relationship of man and technology. By recognizing that technology is something that has been thought of, and used in various ways in the past, educators can conceive and invent, new uses of technology in the future. As educators acknowledge past and present uses of technology, they must also acknowledge that their action in using technology helps shape the very world that they and their students live in. Technology becomes dangerous when it no longer works together with the imagination of the people who use it, but acts instead as a substitute for their imagination. Technology is safe, on the other hand, when people who care for the world and the people in it use the technology in caring, and as an instrument of love.

The article presents news and developments regarding education in the United States. The recent studies from the International Association for the Evaluation of Educational Achievement (IEA) which has been reported by the National Assessment of Educational Progress (NAEP) reveals that 14-year-old U. S. pupils were ranked third among 15 developed nations in reading comprehension of which African American pupils scored from 15 to 19 percentage points below the national level. A conference addressing the issue of militant student groups exercising influence over academic decision has been held by the Council on the University Emergency in Venice, Italy last fall of 1974.

The article discusses how teaching competency is defined. One of the major issues within the competency-based teacher education programs is the definition of teaching competency. Questions regarding this issue shows that there are no definite formula of how teaching competency is measured. The questions include: is the demonstration of mastery of knowledge about teaching, be considered as teaching competency?, is skill in performing the tasks of teachers the meaning of teaching competency?, or is the term teaching competency to be applied only to the demonstrated ability to bring about the results desired of a teacher in a certified teaching position?

Presents information related to various developments in the field of education. Introduction of a new course of study in speech by a committee of Tulsa, Oklahoma; Information about workshops for elementary teachers of science and art with an enrollment of twenty-five members in each; Revision of the curriculum in home economics Evansville, Indiana.

Presents the views of the children, who resent favoritism and dictatorial methods, on their schools, teachers and other aspects of school life. Need to establish classroom democracy; Fear of teachers; Need to develop of a friendlier atmosphere between the teachers and the students.

The article offers news briefs regarding the reinvention of the core curriculum being undertaken in U.S. educational system. A two-day conference with the theme "The Philosophy of Curriculum" has been conducted at Rockefeller University. Two voluntary alternative schools in Berkeley, California have been closed due to allegations that these schools are discriminatory and threatened to withhold funds. The Board of Education of the Denver Public Schools has authorized 175,000 dollars as funding for schools that suggest innovative programs.