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This report summarizes the dialogues and debates of 27 secondary school principals who discussed at length the emerging problems of providing a pertinent education for young people. Among the topics discussed are a description of a relevant curriculum according to students and teachers; the teachers' roles in student teacher relationships; effects of grading on students; gaining community support; student rights; and ways to change the school environment. (Photographs may reproduce poorly.) (Author/MLF)

The papers in this monograph review the literature and summarize recent research findings on factors affecting educational change in the public schools. The authors also report the reactions of several principals who have attempted to implement significant educational innovation in their schools. In the opening chapter, Kenneth A. Tye uses a systems model to discuss equilibrium, resistance, and strategies that facilitate change. Next, Mary M. Bentzen discusses the demands that accompany the principal's role, the conflicts he faces, and how these demands and conflicts might be channeled and resolved. Robert L. Sinclair examines the expression, requirements, and determinants of leadership behavior. Jerrold M. Novotney's chapter describes methods for achieving optimum staff involvement and cooperation in change efforts. In the final chapter, Donald A. Myers discusses the roles of the principal and of his teachers in the decision-making process. Lillian K. Spitzer prepared the annotated bibliography on change which contains 65 recent citations. (Author and JH)

A symposium of industrial, governmental, and academic leaders was held to consider new technological devices and systems and to develop guidelines for teachers and school administrators on how to prepare for the coming age of technology in education. Topics under consideration included educational objectives, the historical and sociological background for the technological revolution in education, the need for the development and implementation of systems for general access to the collections of major libraries, and the potential applications in education of various scientific advancements, particularly in the realm of computers. Computers hold great promise as a means of individualizing instruction. But computer-assisted instruction is still in the experimental stage, and its widespread use in elementary and secondary schools remains some years away. Computerizing American schools will be an extremely expensive venture, with a large portion of the outlays going toward the purchase of machinery and the development of programs to be used. Complete re-education of teachers and school administrators will be necessary to enable them to cope with the evaluation and selection of computer-input material. The specific role of the teacher is yet to be defined. Much research needs to be done on the learning process, considering not only how to teach children, but what to teach them. (BB)

The first section of this report was the result of a seminar which brought together some experts in the field of computer-assisted instruction. It provides a comprehensive statement concerning the value of computers in today's schools, a description of the system approach to instructional technology, and an outline of the essentials of computer operation. While there was much difference of opinion among the experts on how close the computer revolution in education really is, there was general acceptance of a set of guidelines to assure reasonable, long-term development of computerized instruction and to reap the computer's vast potential for improving education. The high cost of computer technology was noted, as well as its potential for remedying instructional deficiencies. The closing discussion explored the problems of the man-machine dilemma, but offered cautious optimism toward the new technology. The second section of the report was the result of a seminar of high school and college students who had been extensively exposed to various types of technological instruction. It explored the students' reactions to language laboratories, instructional television, and emphasized the value of a good teacher in effective contact with students. (JY)