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The article presents the author's personal collection of artifacts which relates to instructional objectives in the U.S. These include used practice sheets from the classic book on instructional objectives by Robert Mager, a blue and gold bumper sticker which reads "Help Stamp Out Nonbehavioral Objectives!," and an original filmstrip entitled "Educational Objectives." With his years of experience in instructional objectives, the author asserts the necessity of operationality in education. He thinks that proposals for instructional objectives make teachers generate instructions in classroom rather than be a selector on the instructional goals.

The article focuses on the analysis of a study about the apparent phenomenon of investigator bias and the possible relationship between experimenter bias and teacher expectancy. Experimenter bias is a phenomenon which may be exercising an adverse effect on the validity of a great deal of research in education. This phenomenon must be taken largely, wherein the experimenter's preconceived notions on the outcomes of the experiment operate to bias the experiment in a projected direction and this has a predictable relationship to the actual outcome. As an example, the experimenter is the classroom teacher, and the preconceived notion considers the successful performance of selected students. This just represent the relationship between the phenomenon experimenter bias and teacher expectancy.

The article reports that a staff evaluates its program continuously by observing the process of valuing which the students develop in trying to solve the problems of their daily living. In a democratic culture one must learn to respect authority but, at the same time, to question it in terms of the bases on which it rests. Where teachers and children live in mutual respect and understanding, children are not afraid to question and disagree. Teachers are not afraid to admit they were wrong. Much is done in the schools to encourage the development of questioning as a value. The school does not depend on one textbook in a subject but uses a wide variety of books and other resources such as pamphlets, papers, magazines, films, trips, experiments and resource people. Students know that the plans which they make cooperatively under the guidance of the teacher will be carried out and that the success of the enterprise depends upon how well each individual is able to carry his share of the load. Teachers must constantly examine their handling of situations to see that some important values are not being sacrificed in their eagerness to develop others.

The article discusses the changes in the concept of supervision of instruction in high schools in the U.S. In the early concept of supervision, the supervisors are responsible for checking the teachers and pupils performance inside the classroom. They will evaluate the waste paper on the floor, the behavior of the pupils in their assigned seats, and check how pupils participate during teachers' discussion. Supervision in the present is concerned with the improvement of the whole teaching instructions. Supervision is not limited in the classroom environment alone but rather, in the whole learning situation in the school.

A knowledge of all the resources at our disposal, planning to insure their readiness for use, and adaptation to needs of learners are three of the guides to use of materials in this article by Thelma Thorne, assistant professor of Home Economics Education at Washington State College, Pullman. Miss Thorne gives practical suggestions for the guidance of supervisors, in their capacity as resource persons, and classroom teachers as they work directly with children. [ABSTRACT FROM AUTHOR]

Willard E. Goslin, Superintendent of Schools in the Webster Groves (Mo.) School District, reports here on a school program for cooperative action which, having already operated successfully for several years, is much more than a plan-on-paper. In describing group participation in the Webster Groves school system, Mr. Goslin points to the philosophy of mutual understanding and appreciation which must underlie any earnest attempt by members of a school staff to work together and explains the mechanics of the organization upon which the Webster Groves program has been built. [ABSTRACT FROM AUTHOR]

The article discusses the list of abilities which most people think of what teacher competency is, that can be used in school improvement programs and management. One of the issues that have been focused on is the educational accountability wherein people based the abilities they assumed to be the definition of competency. These improvement programs include the use of programmed materials, thoroughly detailed lesson plans, and scripted questionnaires. From these improvement programs, they now add the performance-based, educational accountability, and teacher competencies in the mix which in turn they call as their newly improved teaching programs.

The article focuses on the regional education service centers in Texas. The 59th legislature of Texas, which authorized the state board of education to establish media centers, paved the way for the establishment of the regional centers. Twenty regions in Texas were assigned a center by the state board of education. Each center have different patterns of operation although some areas of operation are similar. They have services that cater to the needs of the students. Some of the services of the centers are educational planning, media services, and data processing. Some centers have programs that are only applicable in their regions.

Focuses on the progress of French school reform. Change in the school-leaving examination at the end of formal secondary education; Information that education's first function is to make a civilized Frenchman out of a child in France; Role of the substance of education in being the school curriculum.

Discusses key issues and concerns in formulating educational goals in a pluralistic society. Allegiance to uniqueness and diversity in educational planning; Patterns of curriculum development; Selection and organization of learning activities.

Criticizes the article 'Case for structured immersion,' on bilingual education in the U.S. by Russell Gersten and John Woodward. Needs to approach the education of language-minority students with caution and objectivity; Necessity to understand the purpose of bilingual education; Suggestions regarding planning and implementing educational programs.

Examines the problems that affect the current status of curriculum development. Conception of curriculum; Curriculum design and engineering; Curriculum theory.

"Social benefit" or "personal benefit"?-These two contrasting goals represent quite different outcomes of education Perhaps now is the time to reassess the functions of education and to forge a more realistic picture of the actual contribution of schooling to young people and to our national life. [ABSTRACT FROM AUTHOR]

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.

The article talks about the educational philosophy in designing the curriculum. The educational philosophy answers the question: what are we educating students for?, in which they based the design of the curriculum. Teachers help in the designing of the course curriculum in which they focus from long-range goals to operationally defined behaviors to pre-service tasks. They also consider if their graduates can be expected to breathe classroom life into an educational philosophy. Several goals of a teacher education program were mentioned.

The article discusses how school supervisors can help ease staff into adopting innovative instructional approaches. According to the author, supervision must look for more effective ways to bring about educational improvement to replace the punitive means used to chastise shortcomings in school districts in the United States. The author discusses ways by which professional accountability can be developed as teachers assume responsibility for planning as well as evaluating and validating the outcomes of the projected innovation. The author also offers guidelines to help correct common supervisory irresponsibility in relation to instructional innovation adoption.

The article describes the collaboration between the State University College at New Paltz and public schools in New York. The Faculty of Education at the university believes that in the preparation of teachers, it is important to work on an intimate basis with public schools. Public schools are to become clinical centers where future teachers may be trained by college professors and key public school faculty members. Dean of the faculty Mario Fantini believes that a close working relationship between the college and the public schools would be beneficial. Meetings were conducted between New Paltz faculty members and Haviland Junior High School teachers, students and parent groups.

The article asserts that supervisory services should be provided to substitute teachers. Substitute teachers are categorized into four classes, recent college graduates, persons who do not want a permanent assignment due to other commitments, persons with college degrees but lacking in certain education courses required to become fully or permanently certified and those permanently certified teachers who have retired and wish to supplement their income by substituting. According to the author, supervisory services that should be provided to substitute teachers should emphasize greater proficiency, cooperative group planning, understanding policies regarding student grouping and understanding the procedures for acquiring instructional resources.

The article analyzes total university-based research and development (R&D) centers' programs in the U.S. The educational program gained support from the federal government and has been incorporated in the schools' curricula. But its involvement has not improved educational practices. The rejection of the subject is believed to have been caused by the quick formulation of the proposal for educational practice, lack of strategies and management for the implementation and miscommunication of the federal and local education personnel in the application of the subject. R&D was organized to give solutions to the worsening educational problem in the country.

The article reports on the approach to equip the curriculum specialist with skills for performing tasks relative to the implementation of the problem-solving curriculum planning process. The preparation of the curriculum specialist includes the definition of the functions of the curriculum specialist, required skills for performing the functions, activity suggestions for the development and practice of these skills, experiences beyond the suggested ones and organizational possibilities for offering the said experiences.

The article discusses the role of teachers in a multi-mediated classroom environment. The home environment of a child is an important factor in motivation. Teachers can help in the development of students' abilities of self-direction and independence in the setting provided by media centers at schools. Students can pursue independent studies and engage in creative production with the help of central or satellite resource centers. Teachers will have to play the role of integrator of knowledge in the new environment and help children to learn by computer, self-instruction, materials creation, multimedia and exploratory centers. Teachers would enable students to make use of instructional technology. The purpose of educational planning is to provide for individuals differences among the students.

The article provides information pertaining to the curriculum laboratory, an established organization with staff, facilities, and materials for the study, planning, and construction of curricular materials. A curriculum laboratory provides a place to find information on curriculum and instruction. The functions of a curriculum laboratory are discussed. The article discusses how clientele are kept informed by the curriculum laboratory through a newsletter about reports on new curriculum developments and new materials that have been added. The study also highlights some of the research on curriculum laboratories.

The article discusses curriculum projects that now dominate modern schooling. Large-scale curriculum projects possess distinctive characteristics. The first is the utilization of a systems approach that explains the parts in relation to the whole. The second characteristic is its approach on the problems of the curriculum. It reflects the central role of the specialists in their disciplinary field. The third is the evident consensus regarding approaches to curriculum design. The range of the curriculum projects vary from single units of incorporation into existing programs.

The article focuses on the introduction of the individualized instruction which would lead to the achievement of mastery in learning. To achieve mastery in the individualized instruction, the prospects of success are introduced which include the goals, nature of the learners, content analysis, materials, methodology, evaluation and organization. These prospects of success would mean that education curriculum will be open to redevelopment. The teaching of knowledge and skills will only cover less time and space. Then, this time and space are used to individualized instruction that leads to the development or growth of power in the larger learning.

This article focuses on the criteria for educational innovations in the U.S. Changes within any particular institution may be based on a chance factor, on a desire to change just to try something new, or on a pragmatic plan of action. The innovation initiated to improve on the status quo, either in process or product, is the key to the historical development of each area of man's endeavors, even in those fields as diversified as agriculture, industry, or education. The major criterion for innovation must be that it seeks to change what existed so that what is created is better for the society which it serves. Such innovations, to be pragmatic, must be based on a series of research and developmental procedures which in themselves form criteria from which to evaluate the change. Education encounters immediate difficulties when it attempts to define its objectives in terms of the needs of society. Certain objectives, such as the need to lower the illiteracy rate, can be clearly stated so that the question of innovation is concerned with identifiable areas of the curriculum. On the other hand, many of its objectives remain in necessarily ambiguous statements about preparing the child for adult citizenship and a meaningful life. It is difficult to specify the components for such objectives.

The article discusses the SPACE plan, which covers a 12-years program and is organized into five distinct stages. The horizontal organization of the plan is called phasing that designate a broad category in which pupils are assigned for academic instruction. The educational objective of the school is to establish and develop conditions for the following skill areas including learning strategy, effective communication, and efficient social behavior. All pupils are phased first on reading performance to have a high positive correlation between reading efficiency and achievement in other subject matter areas. According to the author, to provide educational opportunities for these youngsters, the skills are organized according to individual student's level of achievement.

This article focuses on a plan for self-directed change in an educational system. A way must be found to develop, within the educational system as a whole, and in each component, a climate conducive to personal growth, a climate in which innovation is not frightening, in which the creative capacities of administrators, teachers and students are nourished and expressed rather than stifled. One of the most effective means yet discovered for facilitating constructive learning, growth, and change--in individuals or in the organizations they compose--is the intensive group experience. The intensive group or "workshop" group usually consists of ten to fifteen persons and a facilitator or leader. It is relatively unstructured, providing a climate of maximum freedom for personal expression, exploration of feelings, and interpersonal communication. The workshop group has also been used on an experimental basis with school dropouts, unemployed youth, and pre-delinquents, as a means of helping them achieve greater personal maturity and effectiveness through improved personal and interpersonal competence in coping with a variety of life situations.

This article focuses on various studies related to educational change. Education is intimately bound to the social trends and rapid changes that characterize the American society. The alternative to planned change is to be buffeted about by the pressures and demands of a society that clamors for educational services of many kinds. A sampling of four pamphlets recently published by the Association for Supervision and Curriculum Development may indicate the degree of interest in change: "Changing Curriculum Content," "New Curriculum Developments," "Strategy for Curriculum Change," and "Curriculum Change: Direction and Process." This article examines characteristics of change, characteristics of innovation, process during change, and characteristics of the innovative person or group. From this examination some implications about adopting changes in education are drawn. Researchers David Clark and Egon Guba present a model or schema, as they call it, of the change process. Theirs is a four-fold classification system which proceeds from research through development and diffusion to adoption. In this taxonomy, school systems are involved in the diffusion and the adoption processes. In other words, schools should be involved in the realm of operation. their mission is to develop the best possible operating system.

The article discusses the need of inquiry-based learning among students. Working directly with pupils, in a general way, the teacher promotes the process of inquiry when there is genuine pupil-teacher planning. When pupils help to set meaningful goals, help to formulate the procedures necessary for achievement of the goals, help to develop and apply criteria for assessment of the progress, and reformulate action plans--then, indeed, inquiry is in process. The questions the teacher asks or the assignments the teacher makes deter- mine the quality of thinking required of pupils. If the assignment or question to the pupils is sufficiently open to permit some significant pupil choice in making a response, then drawing interferences rather than mere remembering will be the most likely consequence. One study found open-endedness in teaching to be related to higher levels of pupil thinking. The general design for the study involved teaching 100 seventh- and eighth-grade pupils staged lessons about American economics.

The article focuses on the changing role of teachers in the improvement of the educational system. ways. Teachers obviously are playing a more important part in decision making. Increasingly they are involved in curriculum work and consulted on policies. Teachers are becoming more professional. Moreover, teachers and their organizations are increasing their efforts to spell out in contract form the specifics necessary to a good teaching environment. One of the major reasons for dissatisfaction and the move toward militant attitudes on the part of teachers is their resentment of autocratic and arbitrary administrators. In addition, teachers have been disappointed by the reticence of the public to support education so that items such as duty-free lunch hours and reasonable class size can be implemented. Unquestionably, the general climate of concern for civil rights and human rights, and the dramatic and successful demonstrations, have helped precipitate teachers' growing unrest. Not all the proposals made by teacher groups are so startling, but their proposals will, nonetheless, dramatically affect curriculum and administrator-teacher relations.

This article offers a look at look at how the 9-10 school meets some special needs of the teenager, make an honest and critical appraisal of its advantages and disadvantages, and share some practical approaches for special problems that ensue from the 2-2-2 pattern of secondary school organization. The 9-10 middle school was planned and designed around people and how they learn. In particular, this arrangement gives unique opportunities to meet certain special needs of young adolescents. They need to develop leadership abilities and to gain a sense of status. Typically in the three-year high school, such a goal is attainable only for the upper classmen, usually the graduating senior. The 9-10 school is especially able to meet certain major needs of the young adolescent. It provides a more homogeneous group of students with respect to age, physical and mental growth pattern and such homogeneity makes it easier for faculty and administration to tailor a program to meet pupil needs. The 9-10 school strengthens the academic program, especially for the ninth grade. To many, the junior high atmosphere connotes merely exploration and academic transition. As part of a 2-2 high school, the ninth grader benefits from the high school's aura of academic seriousness. If they are considered as only a single high school, the 9-10 unit is bound to suffer from being dominated by its senior counterpart.

The article describes a curriculum specifically designed to meet the assumed educational needs of the culturally deprived of kindergarten children. The article writers agree that both subject selection and curriculum development need to be based on some logically consistent rationale so that hypotheses could be constructed and tested. Cultural deprivation was defined as having its most notable effects on school children along four dimensions. Underdeveloped expressive and receptive language skills will be evident among deprived kindergarten children, and will negatively affect their school achievement. The deprived child will have had minimal training in the conventional manners and social amenities accepted by his middle-class teachers. The purpose of curricular structure was to aim instruction at those skills which deprived children lack, but which seem to be universal requisites to school success. The curriculum framework included entries such as the sequential use of words, role adaptation, and belief in one's own success potential. According to some experimenters trips were assumed to be valuable in eliciting linguistic responses from children; language output could not be expected without provision for input. The planning and evaluation experiences relating to field trips provided key classroom opportunities for the growth of language facility.

The article focuses on the approach of technical supervision in education in the U.S. Supervision is emerging as a distinctive feature of the school operation in the country. Certain specialized competencies in supervision have been developed that are uniquely valuable in the school operation. Unique responsibilities of the supervisor are now being developed to differentiate the work of supervisor from that of the teacher, principal and the superintendent. For the implementation of a supervisory program strong leadership and technical competence is developed. There is need for coordination of the supervisory program in its initial phases. There should be no distraction. Systematic classroom observation is necessary for diagnosis of teaching. For the identification of teaching and program problems, diagnostic use of standardized test has been made.

The article presents information on a survey related to the membership of the Association for Supervision and Curriculum Development (ASCD). In an effort to obtain required information about membership, 7,696 questionnaires were prepared and subsequently mailed to ASCD members. Members were also asked whether ASCD activities should focus more on specialized areas. This membership survey was the most detailed survey undertaken by the association. The findings of the survey can be of particular interest for those who are a part of ASCD. It was found that the majority of people who are new in supervisory positions do not join ASCD because only 8 percent of them have 1-5 years experience. The survey reflected that the membership is equally divided between men and women. California maintains to have the largest state membership.

The article discusses the psychological dimensions which are involved in effective leadership development and training. A successful leader employs the methods and techniques which induce an enthusiastic and cooperative pursuit of goals in followers which the leader and a majority of the followers have mutually agreed upon. One of the most important dimensions included in the leadership function involves the presence of some acceptable image as to just what are the qualifications of an acceptable leader. In this regard, six major attributes have been proposed, which include personal integrity, consideration for others, good mental health and technical information. Another dimension to the leadership function is the characteristic pattern of decision making utilized by the leader, which entails four choices, autocratic aggressiveness, autocratic submissiveness, democratic cooperative and Laissez Faire.

The article focuses on the model of educational evaluation developed by the Association for Supervision and Curriculum Development (ASCD) Evaluation Commission. In 1961, at its first meeting, the commission made an analysis of its task and noted several areas of deficiencies in evaluation system. The objectives, selected for the evaluation, are often very narrow and the range of instruments and devices, often being used are also limited. A limitation to evaluation system is that the focus is always on the end product and not on the process of learning. Interpretation of evidence from evaluation is done without having adequate information related to factors which affect learning and achievement. In view of these deficiencies, the development of a design or model of an evaluation program, that could be implemented on a small scale, was undertaken by the ASCD Evaluation Commission.

The article presents information on a significant curriculum research and planning by a new department of the Association for Supervision and Curriculum Development. The department aims at reporting brief digests of research having educational significance, giving specific bibliographical references for reader follow-up, and raising questions about curriculum development and curriculum research. The research states that motivation is necessary for learning to occur and that individuals have varying amounts of motivation. It has been found from this curriculum research that boys with high achievement motivation are characterized by general competitiveness and purposeful striving. It has also been found that fathers of high achievement motivated boys tend to push from ahead (independence training) while mothers of these same boys push from behind (achievement training).

This article focuses on the concept of grouping in education in the U.S. Recent reports by distinguished scholars endorsing use of ability grouping in most subject areas have heightened the concern of serious educators. Certainly these reports have been seized upon as documentary evidence that specific patterns of ability grouping must be pursued if the schools are to be effective in their effort to preserve the society. Perhaps the most commonly practiced grouping in the schools is ability grouping. This type of grouping customarily places children in a class according to group IQ test scores. However, it should be noted that ability grouping in itself does not produce improved achievement in children. Improved achievement seems rather to result from the manipulation of other complex factors such as curriculum adaptation, teaching methods, and ability of the teacher to relate to children. The evidence is fairly conclusive that grouping practices in a school can assist in developing social situations that influence the student's perception of self, his sense of dignity and worth, and his attitudes toward other children. In view of this, grouping practices should be concerned with furthering the establishment of social climates that will encourage the intellectual, social and personal development of every child without detrimental effects on individual children.

The article presents information on the publication of communicating ideas, plans, proposals, and recommendations for the improvement of education in the U.S. ideas. The publications program of Association for Supervision and Curriculum Development (ASCD) is a significant part of the total program of the organization. The success of ASCD as a professional organization is highly dependent on the character and quality of the publications produced. The success of the publications program of ASCD depends to a considerable extent on the willingness of such persons to prepare materials for publication that state their views, conclusions, and appraisals, and describe their undertakings. Teachers, administrators, and specialists who can describe experiments, analyze trends, summarize practice, and forecast developments act as contributors to all types of ASCD publications. A good reporter, an insightful essayist, an interesting narrator rates high among members most sought as authors for our publications. The supporters of sound educational policy and practices need to be as argumentative for our point of view and as fluent in defending it as are the critics of our educational practices.

Discusses issues related to curriculum planning for the U.S. junior high schools. Suggestions by Professor James Bryant Conant regarding educational planning; Investigation by the Division of Curriculum and Instruction of the New Jersey State Department of Education regarding block-time and core-type programs in the New Jersey secondary schools; Information on the Golden Anniversary White House Conference on Children and Youth.

The article presents information on the educational practices in the American elementary schools. The social values of American society are consistent with practices of flexible grouping, a balanced program of studies, and the recognition of the worth of each individual regardless of his native ability. The American people recognize that individuals differ in their needs and abilities and that the schools must and should provide special opportunities for children who have special needs. These opportunities would be for both the slow and the advanced, the handicapped and the abundantly endowed. One group would not be served at the expense of the other, yet no school could claim to be fulfilling its obligations without recognizing and providing for individual differences. Trait differences refer to the variations in different abilities possessed by an individual. Therefore, grouping children on the single criterion of IQ overlooks the trait differences within an individual, IQ is only one measure of individual differences as related to ability to do school work.

The article presents information on supervisory visits which permit the discovery, analysis and diagnosis of specific classroom problems and needs of teachers and pupils. One of several research studies was designed to reveal detailed information regarding actual needs located through supervisory observations. Hence the data indicate conditions to be treated by supervisory officers through individual conferences, teachers' meetings, supervisory bulletins, and demonstration lessons planned to improve teaching and learning. It was found that inadequate planning by some teachers affected adversely the classroom performances. Undesirable conditions in the grouping of pupils occurred in arithmetic, reading, spelling, dramatic play, and social studies. Both teacher planning and teacher guidance included weaknesses that affected adversely the pupils' learning activities. Integrative types of activities were overlooked or unskillfully used. Learning situations requiring dramatization or dramatic play were not included or were conducted ineffectually.

The article presents information about the school problems and procedures of the Fort Campbell Dependent Schools, Fort Campbell, Kentucky. Fort Campbell is a community in transition. Mobility of the Fort Campbell population is the rule rather than the exception. The average tour of duty of a Fort Campbell family is two to three years. Consequently, a veritable stream of students flows through the schools. Daily registration or withdrawal is routine. Teaching-learning truly becomes a two-way process when a fourth grade teacher faces a group of children who have lived in both Europe and the Orient. The administration of Fort Campbell Dependent Schools, having observed a keen interest on the part of parents in a mobile community to relate themselves to the school has made provision for this need in its organization. Regular meetings of the superintendent, supervisor and principals are held each Monday to consider administrative and instructional problems. Principals meet regularly with individual school staffs for continuous evaluation and improvement of programs at each school level.

Presents the author's views on the changing pupils in an integrated school in the U.S. Discussion on the changing educational scenario in the school; Realization that the children of the school needed consistent and sequential development of concepts; Results of the innovative educational plans on the school.

This article focuses on the active participation of school administrators in the development of educational policy of the school. In common with many other activities of modern life, the conduct of the school is a group enterprise. As such it requires the cooperative efforts of many individuals based upon the acceptance by all concerned of common decisions and policies. Specific decisions, of course, must often be made by individual administrators and teachers even though these decisions may affect other persons as well. But the formulation of the basic policies which govern such decision making increasingly is being regarded as a group task in which teachers, lay councils and even pupils should participate along with the administrative staff of the school. There are significant reasons for the belief that the trend toward wider participation in educational policy making will continue. Teachers are now more conscious than they were in the past of the rights and responsibilities of membership in the educational profession. Educational leadership has become more and more aware both of the widespread public concern with the work of the school and the fact that the public will more readily support policies and programs where it has assisted in their formulation.

The article presents an argument to support the thesis that individual schools, over any other organizational unit, are the natural settings for initiating educational change, and then goes on to identify the concerns that must be encompassed by the principal in assuming his leadership role. The individual classroom, the natural spot for improving daily instructional practices, is not the best organizing center for effecting far-reaching educational revision. The individual school unit has an organismic wholeness. It is educationally complete, in the sense that it has all it needs to function as an adequate agent of change. The individual school has a body politic made up of parents and pupils; a professional team of teachers with a designated leader; the necessary accoutrements such as buildings, equipment, and materials. Community structure supports the organismic wholeness that is the individual school. Lay people view the school their children attend as "the school." There are exponents of leadership who claim that leaders lead on the basis of the authority invested in them.

The article focuses on the need to improve the education system in the U.S. The problem of how best to organize the school or school system for effective instruction is still a central question. Good teaching has always been the principal measure of the success of any school or school system. In recent years the rapid growth in enrollments, the broader demands upon schools, and more critical examination of school programs by the general public have intensified the quest for better methods of teaching. The child study movement that hit its stride during the 1930's has influenced practice in the better elementary schools. The improvement of instruction is a co-operative enterprise. Teachers contribute more to the enterprise when they have a part in developing objectives, in planning programs, and in evaluating outcomes. It is the function of educational leadership to help the staff develop an organization through which each member can participate in the manner best suited to his talents. The system of public education places a great deal of responsibility for policy making in the hands of the local administrative unit.

The Life Adjustment Program at Byers Junior High School, Denver, Colorado, is an effort in all classes and subjects to guide pupils as a group and as individuals in meeting their personal, social, civic, and economic problems—now and in adult life. Ruth Irene Hoffman, dean of Byers Junior High School, reviews the study that helped teachers, students, and parents identify vital interests and needs. [ABSTRACT FROM AUTHOR]

This article focuses on the effective ways of planning a program of education. Educators will usually agree that the core of a school program should consist of a large block of time during which one or more teachers plan with a single group of students common learnings considered necessary for desirable growth at their particular age level. One such approach is being used by a group of teachers of seventh and eighth grade students in Tenafly High School, New Jersey. A system-wide survey of the Tenafly schools in 1944-45 by a survey staff of Teachers College, Columbia University, pointed out that the instructional program as then organized in the seventh and eighth grades was not meeting adequately the educational and personal needs of early adolescent boys and girls. It was decided to organize a unified course which would serve as a core around which the other school activities could be planned. The success of this programs suggests that all teachers or the students in the core groups should help in planning the program. The entire faculty should be regularly informed of the progress and development of the course. Time should be provided during the regular school day for staff meetings. Parents should also be involved in the program from the start and should be helped to understand the purposes of the program.