Author defines and describes the criteria, the necessary conditions, and the essential components of relevant innovation in education. (Author/CB)

Paper given at the Annual Convention of the New York State Association of Foreign Language Teachers held at Kiamesha Lake, New York, in October 1972. (DS)

Urges that schools encourage creativity in pupils so as to promote actualization of self and sound emotional health. (DS)

Author gives an opposing point of view to Jencks' book, Inequality, on the effect equalizing educational opportunity will have on equalizing income in our society. (GB)

Discusses the Fleischman Report on the condition of education in New York state, a report which makes several recommendations for improvement. (RB)

The model schools program at Edgewood is presently in its third year of implementation. When making program modifications, a strong effort has been made to support decisions with evaluative data. (Author/MF)

Principals want to be evaluated in a system that: (1) measures reality, (2) considers only the variables that can be controlled, (3) spells out clearly and ahead of time what the principals are to be measured against, (4) is not subject to different conclusions by different evaluators, and (5) permits principals to have some voice in determining…

From an October 20, 1972, address, NAHE conference, Seattle, Washington. The interdisciplinary nature of humanities education is emphasized, with the major focus on the need for humanistic education'' rather than humanities education''. (JB)

Reviews books and curriculum materials for law-related courses for public schools coordinated by the National Center for Law-Focused Education in Chicago. Police and police behavior is the focus of this review. (DM)

In a behavioral experiment, students have the opportunity to succeed without the threat of failure. (Editor/PG)

It is argued that science and society should not be separated or divided because they are two parts of a continuum of physical and social systems that lend themselves to the same kinds of questions and question answering and are bound together by a problem-centered approach. (DF)

Describes procedures to develop instructional objectives for high school biology. Two kinds of objectives are identified as pre-objectives and performance objectives. Models to classify these in branches of biology and to ensure quality control are provided. (PS)