Offers guidelines for school visits to various industries. In addition, points out that industry would like students to know what it is like to work in a factory and that industrial applications should be incorporated into physics courses. (JN)

Excellence in education might best be achieved if a wide variety of educational options were made available to satisfy the broad diversity of student needs, if parents were allowed free choice among schools, and if parents, teachers, and principals worked together to make each school responsive to its unique constituency. (PGD)

The place of kindergarteners in academia has grown more important in recent years. Increased emphasis on learning at the kindergarten level, however, should not blind educators to the developmental levels of four- and five-year-olds, who may learn most effectively by playing creatively and exploring new language skills. (PGD)

Suggests ways that private schools support the public interest, focusing on educational research, reform, and opportunity; social issues; and economics. Looks at sources of public misunderstanding of the role of private schools. Sees the principal roles of nonpublic schools as sheltering private belief and protecting private conscience. (DMM)

Implications of the radical perspective for social studies are examined. This perspective suggests that (1) emancipation should be the guiding social ideal; (2) social life should be understood in terms of such concepts as domination, autonomy, contradiction, and the social construction of knowledge; and (3) teaching should emphasize the…

Examined the relationship between students' sex, class, and participation in athletics with their ability to formulate mature career plans. Students (N=568) completed questionnaires, which showed freshman and sophomore male athletes did not formulate career plans to as great an extent as freshman and sophomore nonathletes. (BH)

Mainstreaming is a fact of life for music teachers. Suggestions to help music teachers deal with handicapped students are provided. Both immediate and long-term solutions are discussed. (RM)

The author addresses the problem of moving from gender-biased education in a sexist culture to an unbiased education, through adoption of a gender-sensitive perspective, which encourages a critical and constant review of the meaning and evaluation attached to gender. This offers greater hope than does a gender-free strategy. (MT)

Underscores the need for a guiding ideology for educational planning in Nigeria, finding the Nigerian National Policy on Education and the Third National Development Plan too abstract and unattainable. Advocates the process of systematic forward planning, whereby education is conceptualized as a "system process orientation." (DMM)

The history of the Western Arts Association, organized in 1893, is presented. The Association's original constitution is included. (RM)

Rankings of educational goals obtained from community representatives were examined. Single goal statements and interrelated goal sets were presented to the subjects. Greater consistency of ranking was obtained using goal sets rather than individual goals. (Author/DWH)

Presents arguments against continuing to search for general scientific literacy. Indicating that there is no need for scientific literacy and that it may not be attainable, suggests that science educators move toward a more realistic goal, namely, technological literacy. The rationale for focusing on technological literacy is addressed. (JN)

Focuses on debunking the Cinderella Myth--that relates the tale of Cinderella who is abused and exploited until she finds Prince Charming and lives happily ever after--and indicates that the same strategies are applicable to the debunking of other sex-biased myths. (JOW)

Paul Hirst, a British philosopher of education, has something to say to American educators who are concerned with clarifying the purposes of secondary education. Hirst's thesis that liberal education is strictly grounded in the structure of propositional knowledge is discussed and critiqued. (RM)

The Getty Center for Education in the Arts' new advocacy for discipline-based art education is questioned. Much of the efforts of theorists in art education are trying to make art education more intellectually acceptable. Classroom art teachers, on the other hand, have concentrated on teaching the craft of doing. (Author/RM)