Attacks upon the quality of public school education result from economic, social, and political upheavals. Three times since 1950 public schools have been blamed for the nation's problems. The pattern of these attacks on education are explored. (DF)

Argues that overreliance on standardized tests contributes to the deterioration of educational standards, teacher passivity, and lack of student involvement in academic studies, thus undermining democratic education; lists several alternatives to standardized testing. (MCG)

Compares and contrasts major themes and characteristics of multicultural, developing, and environmental education programs, offering perspectives on whether linkage should occur among these three fields of study. Also discusses implications of this union for teaching, training, and instructional programs. (ML)

Discusses the status of environmental education at the primary level in Sudan, reviews the objectives, content, methodology, and evaluation strategies of an environmental education program that was implemented with primary age students. Reports that pupil improvement in scholastic achievement and behavior followed after participation in the…

Stresses the need for qualified environmental science technicians and for training courses in this area. Provides program information and statistical summarization of a national diploma program for environmental technicians titled "Business and Technician Education Council." Reviews the program areas of environmental analysis and…

Derived from analysis of a museum and a hospital, guidelines for studying education in non-school settings are outlined. The outline includes both general guidelines which pertain to any educational setting, and specific guidelines related to particular settings, such as a museum or hospital. (JMK)

An important trend in Canadian education in recent years has been the switch from comprehensive to diploma examinations. The examination development process, from the time an examination is conceived to the time it is administered, is discussed. (RM)

Suggests that how we interpret the history of assessing student outcomes and what directions inquiries take in the future will be influenced by what criteria is used, how outcomes are defined and what evidence is accepted. Reviews the background of outcome measurement and presents suggestions for evaluators. (JAC)

Senate Bill 813, the broadest and most expensive school reform bill in California's history, is anchored in a set of seriously flawed assumptions about teaching, schooling, and the role of the state in generating change. (Author/DCS)

The autonomy of local education authorities and teachers in England and Wales is being carefully and inexorably restricted. There is a move toward centralization of education. A new system of assessment is also being introduced. (RM)

The process of developing goals for boards and school systems includes formulating broad goals, making sure system employees and community members are familiar with the goals, making a commitment to the goals, setting yearly board objectives, and tying the superintendent's evaluation to yearly objectives. (MJL)

Reports on a study that compared the potential validity, reliability, and costs of several direct and indirect measures of writing. (HOD)

Presents a short summary report of the results of a national survey, commissioned by the SCA Committee on Assessment and Testing, to determine the range and degree of assessment occurring in colleges and universities and to evaluate the methods used to assess the communication skills of college students. (PD)

Results from a 1982 follow-up study of student perceptions of science instruction are presented and compared with data from the 1977 national assessment. Data were obtained from 700 students in Iowa aged 9, 13, 17, and young adult. (MNS)

An examination of the technical and theoretical strengths and weaknesses of three British research studies on the effectiveness of selective and nonselective schooling shows that the reorganization of British schools has not produced the lowering of educational standards that politically motivated groups would like people to believe. (RM)