The leadership and career experiences of the principal in other eras are relatively missing from both the writings about school administration nowadays and the social history of schools. Exploring past forms of leadership might shed light on enduring aspects of leadership and its contextual-historical influences as well as on the development of…

The main point of this discussion is that both vocational and liberal arts education ought to have the same fundamental curriculum referents. Curriculum developers in vocational education must have concerns about society, about individuals, and about knowledge (ideational and praxiological). (Author)

Authors advocate incorporating social action into the social studies curriculum. (RY)

Emphasizes curricular planning that considers social problems as seen by youth, helping young people to examine their basic assumptions about society in relationship to human values and social policies. (JK)

Provides a rationale and suggests an approach for incorporating conflict resolution skills and insights into the elementary school social science curriculum. Points to problems in modern society attributable to individuals' lack of ability to reconcile inner conflicts and differences with others. (AYC)

Defends the Bradley Commission on History in Schools' and the National Commission on Social Studies' recommendations that history should be the basis of social studies instruction. Discusses claims that such an approach is ideologically conservative and unsupported by research. Addresses the suggestion that the study of social problems is the…

Attempts to draw out parallels and differences between Emile Durkheim's and Basil Bernstein's theories of educational systems and highlights Bernstein's reformulation of certain features of Durkheim's thought. Focuses on the role of the school, curriculum change, and social conflict. (Author/RK)

Discussion of the social sciences as forms of thought that structure meanings,'' and of the value of teaching students to develop the social discipline approach.'' (Author/SP)

The author presents 20 reasons which support the adoption of a new blend of continuous and comprehensive health instruction for grades k-12. (Author/BY)

Maintains that NCTE should focus upon problems with which it is prepared by professional expertise and influence to deal; appears also in English Journal," vol. 59, no. 4 (April 1970), 577-78, as NCTE Counciletter." (RD)

To cope with the future, curriculum development has to pursue humane ends in a humane form. This requires much more interaction and flexibility among participants in the curriculum development process. (JH)