Discusses how computer literacy objectives were determined for the 269 K-12 Department of Defense Dependent Schools, two years ahead of schedule. Also notes how these student objectives were implemented. (JN)

Controversial issues should be taught in school. Charles Bailey's and R.F. Dearden's opinions of what makes an issue controversial are critiqued. Bailey accounts for controversial issues in behavioral terms; Dearden advances an epistemic account. (RM)

The author suggests that the specification of common literacy demands that are valid on the societal level, that is, which are applicable and meaningful to diverse adults living in diverse environments, is an impossible task. He further suggests that the development of a valid and uniform national curriculum for functional literacy is equally…

Discussed are possible ways in which new technology will affect society, particularly its impact on the distribution of power and economic wealth. Also considered are the impact of technological change on educational goals, education about technology, and use of technology in education. Implications for the future are addressed. (JN)

The role of education for the purpose of social control and the need for a specifically feminist approach to education are discussed. Education and its relationships to conservatism, liberalism, socialism, and feminism are described. The paper concludes with a discussion among the author, journal editors, and contributors. (MT)

Discusses the negative impacts of academic and vocational tracking. Academic consequences include (1) limiting access to knowledge, (2) differing instructional quality, (3) differing student outcomes, and (4) curricula inequality. Suggests new goals and new curricula to improve education for all students. (CH)

Describes communication in school organizations, the process of communication, communication problems, and how educational leaders can improve communication in schools. (SRT)

Multicultural teacher education can succeed only if the affective domain is addressed, and most programs avoid challenging beliefs, attitudes, and opinions. Objectives and activities to promote cultural awareness in teacher training programs are suggested. (MT)

Presents findings from the Research for Better Schools study of the 571 secondary schools that the United States Department of Education has chosen as "successful" schools demonstrating excellence. The study found that the formula is fairly simple and includes, clear goals, high expectations, and hard work. (MD)

Describes an interdisciplinary nature study course developed by the Problem Group on Education in Bulgaria under the direction of Professor Blagovest Sendov. Addressed to children aged 10 to 12, the project developed a textbook used with student-centered, exploratory teaching methods. (JDH)

Discusses a rationale for developing behavioral objects for the introduction of computers and other information technologies into advertising classes. Explores specific objectives, and provides examples to illustrate incorporating them into the advertising curriculum. (HTH)

On the fortieth anniversary of the establishment of Fashion Institute of Technology (FIT), reviews the changes in education that have taken place over the past 40 years, focusing on public attitudes regarding the inadequacy of current models of education, the impact of the Morrill Act of 1862 in establishing these models, and the new model being…

The seminar's major theme was that art education is a discipline in its own right. It was concluded that the art curriculum can be both structured and disciplined, with the goals of art instruction determined from the characteristics of the discipline rather than of children at various stages of development. (Author/RM)

The Secretary of Education responds to concerns that vocational education is being ignored in the educational reforms generated by "A Nation at Risk" and other reports. (SK)

If art reflects, transmits, and extends human culture, studio art should be taught in a socially conscious manner. A theoretical foundation and practical suggestions for implementing a socially-defined studio curriculum in art are presented. (RM)