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Examinating some of the basic features of a 'person-Centered High School' as a substitute for the present traditional one. In such a high school the extracurricular activities must become an integral part of the personal development for each and every student. The facilities of the school are no longer limited to the school forums, but to the community and to the home as integral components of the school mission., Introduction In 1983 Ernest Boyer noted that it was difficult to find a coherent purpose in America's secondary schools. He attributed this lack of focus to the fact that these [...]

Two Diplomates in School Psychology outline the services of a Diplomate in School Psychology in the typical Student-Centered high school for today. Every high school in a democracy is in urgent need for the services of a Diplomate in School Psychology. The authors insist that the Diplomate in School Psychology is the best promise for 'delinquency prevention' in our nation. They insist that nearly all health care facilities today boast the services of a Boarded physician, and the youth of our country are equally important and our high schools deserve no less, and deserve a Boarded School Psychologist., America's high schools are in trouble-and have been for some time. As a result their effectiveness has been a primary concern during the current round of educational reform efforts, Increasing [...]

The American Academy of School Psychology is a professional organization, formed in 1995, whose membership is composed of school psychologists who have earned the Diploma of the American Board of Professional Psychology (ABPP) with specialization in school psychology. This paper addresses the merits of the Academy as well as its challenges. It addresses the issue of having an organization composed of professionals who have earned their peer's recognition as competent and skilled at the highest level of practice and the need to gain recognition and reward from the education community for those holding the Diploma., The American Academy of School Psychology is a professional organization whose membership is composed of school psychologists who have earned the Diploma of the American Board of Professional (ABPP) with [...]

Several factors appear to be responsible for the lack of success in the development of more effective learning programs in schools. One primary reason explains why learning outcomes have not improved in America's schools in recent decades. In most states this reason has resulted in and inter-acts with a rigid set of curriculum guidelines that additionally impedes effective learning. Further, three secondary causes of non-effective learning keep students from achieving the outcomes desired. This paper addresses these factors and offers a proposal for how school psychologists can address these problems and contribute significantly to producing more effective learning on the part of students., Introduction and Overview During the past nearly two decades, and especially since 1983, educational reform efforts have been a hallmark of American education. As evidenced by the continuing succession of [...]

Describes current conditions in the educational system of the Republic of Georgia, S.S.R., providing some comparisons with the American educational practices, and draws conclusions concerning recent events in the Republic of Georgia. Changes in the educational system; Public education; Teacher preparation programs; Educational administration; Conclusions.

The objectives of this paper are to show: (1) education has changed dramatically in the past few decades, (2) many of these changes have occurred without the benefit of educational research, (3) exploration of the implications educational research has had, if any, upon the changes in education and, (4) possible corrective measures will be discussed so as to assist future research in actually assisting the educational system. [ABSTRACT FROM AUTHOR]

A case is made that if education in the United States has failed as badly as its critics claim, a major share of the responsibility for such failure must be assumed by educational leaders at all levels. Possible reasons for this attitude on the part of the public are explored. A plea for a conceptual base of learning and development as a foundation for preparation in educational administration is made. [ABSTRACT FROM AUTHOR]