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Presents steps in the direction of involving students in the United States fully in the administrative processes of running a school as a model community during the post- World War II era. Student participation in administration as a tenet of democracy; Sharp criticisms on modern school practices; Accounts of the success of a program on student initiative and responsibility.

Describes a methodology in increasing student participation in the learning process at the De Montfort University in Leicester, England from the period between 1990-91. Teaching approach; Active role of students; Pooling resources; Feedback of students on teaching approach.

Reviews research on students' concepts and theories of fair and effective educational practices. Focus on the importance of including students in the negotiation of academic practices; Ways to help teachers and students negotiate practices regularly.

The article discusses the training of teachers participating in writing-across-the-curriculum program intended for middle schools in which the development of a training model was collaborated by a rural Michigan school district of 2,000 students and the Central Michigan University. The author noted that the most important step in developing the program was determining whether there was a need or desire to improve writing pedagogy and student writing skills. The author emphasizes that the future culture of the schools will be fashioned by how staff development systems evolve.

Discusses the importance of giving students more control in the classroom. Design of their own syllabus; Active role for students; Students making decisions about assignments, reading, activities, and grading.

The article moves beyond the interest in evaluation techniques and considers evaluation as an element of the authority system of school organizations. Such authority systems are the means by which the activities of individuals may be directed and coordinated in the service of organizational goals. Thus the extent to which such systems foster or diminish student engagement is of particular interest. The article examines problems of high school authority systems as manifest in the relationships between the teachers performing evaluations and the students subject to those evaluations. It considers the impact of such problems as perceived by students on various forms of student disengagement from school. There has long been considerable interest in securing student participation in school. This is particularly true at the high school level where the problems that result when students do not participate actively in the program of the school become quite visible. The attention of researchers and policy makers has focused on three quite different manifestations of lack of student involvement in the school program: apathy or low level participation, violence and vandalism or participation in negative activities, and absenteeism and early withdrawal or nonparticipation.

The article focuses on the issues and topics related to the design of systematic science curriculum through learning centers. To cultivate a more positive attitude toward science among students, a science curriculum model which utilizes an inquiry strategy and language rich experiences has been developed. The model is based on a student-centered curriculum, and it uses science as the medium to achieve skills of questioning, thinking, speaking, listening, and reading. The conceptual framework of the curriculum is based on the proposition that students learn more readily when they are involved in school tasks.

The article studies the role of pupils and parents in the school system of the Federal Republic of Germany and the Republic of Ireland. It examines the attitudes of teachers and pupils towards formal structures for participatory democracy and the quality of the teacher-pupil relationship in both systems. It also compares the attitudes of teachers to parents in both educational system. The findings indicate that there exist different structures for the democratic representation of pupils and parents. German teachers exhibit more positive attitudes towards parents than their Irish counterparts. On the other hand, the German teachers' perceptions of their relationships with pupils are less positive than those of Irish teachers.

Examines the student participation in classroom management in Pensacola, Florida. Increase in the rate of proper student participation; Ways of freeing people from the close control of the conventional organization; Establishment of short-term objectives of educational management.

The article discusses the significance of self-government in high schools in the U.S. Self-government implies the participation of the student in making, interpreting, and enforcing the laws of the school. It is believed that the practice of self-government corrects a wrong attitude toward law and order by giving practice in law-making and law-enforcing. Among the practical attempts at self-government, the municipal form has been taken as a model, and school cities have been instituted. The operation of self-government has been found successful in high schools in the U.S. like in the John Crerar School of Chicago, Hyde Park High School, and in the State Normal School in New York.

The article examines the program of democratic school administration developed at George Ellery Hale School in Pasadena, California. The school administration used patterns of organization and administration in an attempt to provide living-learning opportunities for students, teachers, and parents. Policies evolved in the school through a belief that schools cannot prepare a dynamic living in a democratic society unless democratically administered schools provide essential learning experiences.

The article presents a study on the attitude of children towards the elementary-school student council. The study sample included three six-grade schools in a suburban community. These schools are Forest School, Linden School and Central School. The children of Grades III-VI choose the representatives to the council. Simple rules of parliamentary procedures are followed at the meetings of the council. The council makes its own rules and regulations under the adult supervision. Questionnaires with written instructions for their administration were distributed in the schools.

Presents information on how students at an elementary school formulated the constitution of a student council. Importance of a set of rules governing the conduct of the student body; Analysis of the organization and content of the constitution formed by the students; Significance of the role of the student council in the school.

The article offers information about the procedures conducted in the production of an assembly program as a phase of the extra-curriculum program in which the student council may participate. In producing an assembly program, the three steps involved include planning the program, coordinating its activities, and presenting the program. Student councils may assume a great deal of responsibility by being allowed to appoint an assembly committee to assist the administration.

This article presents examples of pupil governmental participation which have led students in the Cleveland Heights Senior High School in Ohio to learn how to get along with their fellows under conditions similar to those existing in the life of their community. Students have learned through real world activity to perform better desirable activities which they were going to perform anyway. Students have discovered and desired increasingly higher types of activity and by co-operation many of these higher types of activity have become possible.

Highlights the results of a research on a student-government program of the Davis County School District in Utah. Information on the measures used in the project; Information on the Davis County Social Studies Test; Significance of the program for elementary-school pupils.

This article presents information on the history of the formation of the General Teaching Council for Scotland. Various attempts were made in England and Wales to form a Teachers' Registration Council on the pattern of the General Medical Council founded in 1858. A Registration Council was eventually established in 1907 but it lacked powers to compel qualified teachers to register, permitted the registration of unqualified teachers, exercised no influence over teacher-training and became an occasion of quarrel between primary and secondary teachers. Later in the nineteenth century the Educational Institute of Scotland joined with other teachers' organizations in the abortive endeavors to establish an effective Registration Council. In more recent times problems of self-government have engaged the attention of such international bodies as Unesco, the I.L.O. and the International Federation of Teachers' Associations. A full study of the Scottish movement towards a measure of self-government for teachers would require an extensive examination of the environment in which it developed. There were three professional organizations for teachers--movements towards professional unity had failed. By far the largest is the Educational Institute of Scotland with about eighty percent of qualified teachers in its membership.

Comments on the articles in the 1971 issues of the journal 'The American Statistician'. Discussion on the issue of student participation in affairs of the university; Estimation of the variance of the normal distribution; Details of the general problem of a multi-linear regression.