Career educators appear to be developing an approach to schooling rooted in at least four questionable assumptions about the learning process. Unless these interrelated assumptions are critically examined and rectified, then the most beneficial intended outcomes of career education will be subverted. (Authors)

Suggests criteria which an ideal first course in speech might meet: (1) focus on the elements typical in all speech communication behavior, (2) delete formal individual oral performance, and (3) utilize the empirical data produced by the behavioral scientists.'' (Author)

Describes content and methodology of a course joining two theoretical areas of learning. (SP)

A review of Confronting Curriculum Reform" (Little, Brown), edited by Elliot W. Eisner--a record of a symposium held at Stanford University in May 1969. (RY)

Discussed are emotional and psychological considerations relevant to sex eduaction programing for emotionally disturbed adolescents. (GW)

Author evaluates the Learning Center at Thurston Intermediate School, an experimental school in Laguna Beach, California. (MB)

Author describes ways to give students planned art experiences. (MB)

Explains the reasos for using this approach in elementary school. Discusses children's interests, suitable books and stories, and questions to be used in teacher planning. (DR)

The author presents a two-fold design for liberal learning. Of foremost importance is the ethical quality of deliberate design. Secondly, the design of liberal learning should give students strength, finesse, and imaginative courage in purpose. (Author/AF)

Historically rooted curriculum designs cannot meet the challenges facing today's schools, let alone those of the future. (Author)

Describes how studying about the future may be regarded as survival training in schools. (Author)

The coach occupies a position of strategic influence in every school. He is a teacher first -- in the classroom, on the field, on the court, or in the pool. (Editor)

This study investigated the effects of offering three instructional options (lecture, lecture and discussion, and independent study) to students in a large lecture." (Author)