Analyzes and contrasts Mill's "Autobiography" and Adams'"The Education of Henry Adams" in order to present two approaches to the nature of education and of failure. Maintains that their perspectives may serve as catalysts and cautions for contemporary theories of education and its utility and relevance. (CAM)

The authors assert that the concept of family group homes for handicapped persons is foundering in the maze of the existing institutional model. (CL)

Following some general examples of existing units, including a more detailed outline of the organization of McGill University's developed instructional improvement agencies, three main contributors to success are suggested and elaborated. Specific instructional improvement units are described. (Author/LBH)

Some common reasons for failures of experimental procedures are presented and suggestions are given for avoiding them through systematic precautions taken beforehand. (Editor)

Two experiments attempted to directly assess the impact of self-other perspective on success and failure attributions for a variety of achievement-related situations. (Author/RK)

Two studies are reported which utilize a variety of achievement situations. It was hypothesized that subjects would spontaneously make attributions to ability, effort, luck and/or task difficulty in all these situations and that they would seek information of the types used in previous studies. (Author/RK)

Discussion of management of organizational change focuses on a study of managers that determined why organizational changes fail and why they succeed. Highlights include type of change; complexity of change efforts; success rates; sponsorship; motivation factors; measures of success; correlates of success and failures; and enablers and barriers to…

Discusses consequences of widespread reading failure among elementary school children, especially those in poverty. Argues that early identification and intervention programs can substantially reduce the number of children who are poor readers. (PKP)

Examined the characteristics of four groups of children (N=120) employing positive, defensive, self-blame, or mixed strategies to cope with a failure experience in school. Findings indicated children who employed positive/action-oriented strategies were more likely to have higher academic achievement and a higher sense of self-worth. (Author/ABL)

Governing boards should ask seven questions when a plan fails: where did the plan break down? who was responsible for the plan? were adequate resources available? were goals clear and specific? was the solution appropriate and adequate? were barriers allowed to derail the plan? were key players involved in planning? (MSE)

Seniors enrolled in a humanities course at an exemplary New Jersey high school were surveyed about critical issues, needed changes, and factors affecting student failure. Critical issues included racism, problem kids from other schools, boring teachers, inconsistent discipline, crowded halls and classes, and violence. Students' reasons for student…

Examined academic interventions provided for students considered at risk for academic failure and explored how drug and alcohol use increased these students' potential for failure. Findings from 348 tenth graders revealed that substance-misusing students were placed at greater academic risk than comparable group of nonusers despite receiving more…

The relationship between recognition and recall, especially the orderly recognition-failure function relating recognition and the recognizability of recallable words, was investigated using a composite holographic associative recall-recognition memory model (CHARM) in 10 series of computer simulations. Support for the model is demonstrated. (SLD)

Learning from program failure hinges upon acknowledging that everybody fails and having the ability to cope. Coping techniques may include accepting blame, denying failure, analyzing failure, blaming others, talking and sharing, remaining objective, using stress management techniques, and taking another risk. (SK)

In 3 experiments, 123, 70, and 60 college students indicated that others might reduce effort in a situation where they expect failure as a strategy to protect their perceptions of ability, but that they themselves would not. Reduced effort when threatened by failure may not be intentional. (SLD)