Discusses an educational controversy between classicists and experimentalists over the educational needs of a democracy. Begins in the 1930s with the Robert Hutchins-John Dewey debate. Compares the educational ideas of Alexander Mieklejohn, the most progressive classicist, to those of Dewey, the undisputed leader of the experimentalists. (AYC)

Describes an educational program for young persons in custody at the Monteith Correctional Centre. (Author/ABB)

Describes a survey of 52 Missouri vocational agriculture teachers regarding inservice needs of beginning teachers. The five topics of high priority are (1) microcomputers in the classroom, (2) agribusiness management, (3) electricity, (4) training contest teams, and (5) assisting with recordkeeping. (CH)

A survey of software publishers, conducted during the summer of 1986, indicates how they are responding to school needs. Backups and protection, site licensing, networking, multiple loading, previewing, warranty policies, and other forms of support are among the topics discussed. (MNS)

The Arnold-Chiari malformation is present in most infants born with myelomeningocele (a form of spina bifida) and hydrocephalus. The syndrome is responsible for structural abnormalities in the brain, and peripheral nervous system. Etiology, symptoms, impact on central nervous system structures, surgical treatment, and implications for education…

This study presents a field-oriented attempt to understand professional development from the teacher's point-of-view. Twenty female teachers from northern Israel were interviewed. Findings are in the areas of meaningful topics of study and teacher profiles. (Author/CH)

A survey of 1,045 college students studying in the Midwest investigated seven attitudinal dimensions of students related to international education programs. The study strongly validates the assumption that institutional involvement in international education programs is a vital need for the maximum benefit to American students. (Author/CH)

There are an estimated 23 million functionally illiterate adults through the country; 30 million more have such limited proficiency that they are only marginally capable of being productive workers. The proportion of undereducated Appalachian adults is estimated to be substantially higher. Literacy programs offer hope, but are usually underfunded.…

Art students must know and understand the media with which they are working. Techniques used to help junior high school students gain mastery of art materials are discussed. With control of the materials anything is possible, including creativity. (RM)

Southeast Europe is viewed as a microcosm of today's world. Southeast Europe belongs in history textbooks, whether regional, western, or world. (RM)

Most introductory sociology courses in the United States lack any sort of comparative or historical focus. Debilitating consequences of this provincialism are discussed, and a comparative and historical introductory sociology course that could overcome these deficiencies is outlined. (Author/RM)

Discusses issues related to the role of the zoo in environmental education. Suggests that zoos must learn to interpret their collections (through better enclosure, design, graphics, labels, and guides) to influence attitudes of visitors toward the natural world and to become aware of the community's educational needs. (JN)

Elementary N=53) and secondary (N=86) secondary special education teachers selected 66 items as important indicators of career education needs. They rated behavior (such as following instructions, working at an acceptable rate, and obeying work rules) as important for placement in special education, sheltered employment, and competitive…

Care of musical instruments should be a part of every student's music education. What students should know about caring for pianos is discussed. The main parts of the piano--the cabinet, the mechanical part, the musical part, and the structure--are discussed. Tuning and pitch raise are also discussed. (RM)

This article begins with an outline of the meanings that have become attached to the concept of "needs" in adult education. It then considers some of the core criticisms of the "need" concept and their implications for adult educators. (CT)