Two teachers from Spain decrying the inadequate educational environment and facilities in their country describe their efforts to move educational developments in a more positive and creative fashion. (RK)

Teachers of a black curriculum program must be able to hold black culture up as a banner, worthy in itself of admiration and praise and not look upon it as unworthy of remaining in America as a separate and important entity. (Author)

Traces the post-war evolution of the German school system and the political influences that marked that development. (Author/RK)

The problem of teaching behavioral science from the preschool years through secondary school is examined. The objective of a scope and sequence" chart is to help a child develop a causal orientation toward behavior as opposed to the arbitrary, judgmental, stereotype approach. (Author/JB)

Art education should be concerned with five categories of behavior: starting, orienting, assimilating, symbolizing and completing. Through these behaviors man develops his intuitive structures of comprehension, awareness, openness, and emotion. The author develops a more comprehensive model in rationale than the six models he examines. (VW)

Analyzes a study on student living arrangements and offers some interesting early findings. (Editor)

Responses to questionnaire to parents indicate that they want to know what is happening in the lives of their students, and students want them to know and understand. It is conceivable that the arena of personnel work may well extend to include more work with parents. (Author)

From an address given at the January 1971 annual meeting of the Council of Protestant Colleges and Universities. (Editor)

The authors describe an experimental curriculum they developed, whose central core is the child's recognition of his uniqueness, identity, and legitimacy as a real person. The curriculum is based on the belief that the basis of a child's learning is himself and his need to get information about his world. (JB)

Describes innovative classroom practices developed by teachers with support from the Teacher Innovation Fund Award Program (TIF), established last year in the District of Columbia. (NH)