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Addresses the lack of success in educational reform efforts using metacognitive analysis of the basic linear assumption of most current reform efforts. Suggests a different nonlinear theoretical orientation and perspective for understanding reform efforts, and contrasts the two approaches in two examples of educational reform: learning/curriculum development and teacher preparation. (DB)

European educational systems are under immense pressure to change, develop, improve, and satisfy many conflicting demands. Educational development and improvement in these countries is unlikely to progress in a neat, orderly, and linear fashion. Applying nonlinear (chaos) theory to development theory may aid understanding of educational development/improvement processes. (Contains 43 references.) (MLH)

Addresses two levels of educational leadership, focusing on a second-level envisionment that transcends national interests and aims to improve the social conditions of all nations and all individuals. This new leadership definition has policy implications that should be supported by resource allocations and a forum promoting education as an equity-driven international resource. (25 references) (MLH)

Discusses possible effects of increased state level of control of education in the United States using the Republic of Cyprus as an example. Notes more centralized form of educational governance may reduce the significance of each individual student and this must be weighed against anticipated benefits. (Author/ABL)

Interviews and observations in over 25 Greek and Turkish schools in rural Cyprus examined educational policy formation, teacher preparation and assignment, class size, teacher salaries and promotion, and student behavior and outcomes. Society's influences on educational conditions and outcomes are discussed with reference to American rural schools. (SV)

The knowledge base of education must be related to the mission of the schools. In order to develop such a knowledge base a shift in emphasis to cognitive processes utilized by students is required. Implications of such a shift on school organization, teaching strategies, and teacher education curricula are discussed. (IAH)

Examines use of Title III/IV-C funds for implementation of innovative programs in North Carolina and those factors which contribute either to success or failure of a program. The extent to which the successful programs have been continued and/or shared and established in other schools within the system is also analyzed. (MER)

Education currently is facing unprecedented problems, issues, and dilemmas which will probably increase in the future. Two types of change efforts, first and second order, which may be the most productive in addressing these concerns, are outlined and discussed in the context of short and long term developments within a school of education. (Author/NQA)

An approach to faculty development activities that combines individual initiative with program needs in order to effect a more cost efficient and program effective system is described. The rationale for the convergence of developmental activities is given and a plan for the implementation of a feasible working model is described. (Author/MLW)

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 [...]

Psychologist Jack I. Bardon passed away on Nov. 9, 1993, due to a brain herniation caused by a series of strokes. He was an exemplary school psychologist and educator, having devoted his entire career to the welfare of children and to using psychology and education to help improve social conditions. His many activities were instrumental in making school psychology a profession and formed the foundation for the development and practice of the discipline.

Discusses critical and interrelated variables related to learning effectiveness. Inter-related nature of the variables as they affect learning; Information on a formula for estimating expected learning level; Discussion on the additional factors related to the variables.

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]

Describes some of the difficulties caused by shifts in the composition of local area boards. Recommendations for training programs and policy consideration; Politics involved in the provision of mental health services; Desire to drastically cut the budget for the programs; Potential for long-term harm through disruption of services and reduced program development.