Oral and documentary sources describe the buildings, enrollment, academic classes, vocational training, and the networks of social relations comprising the reality of boarding school life for students at Chilocco Indian Agricultural School from 1920-1940. Five former students discuss their impressions of discipline and daily schedules. (NEC)

A systematic examination of the desired outcome of discipline is important before developing a discipline structure. Discipline goals should be based on: (1) appropriate developmental expectation; (2) societal expectations of the individual; and (3) a mechanism for helping youngsters formulate goals for their own behavior management. (JDD)

Keene State College's experience with establishing and implementing market-based faculty salary increases is described, focusing on faculty concerns about this and other equity issues. (MSE)

Argues that graduate schools are overproducing literary scholars and underproducing composition and rhetoric scholars, who carry the increasingly bulk of the work in English departments, and examines, in detail, this split between rhetoric and literary scholars. (SRT)

Traces the historic prominence and evolution of music in the school curriculum. Concludes that the primary rationale for the existence of formal instruction in music was to provide for individual knowledge and skill. Asserts the ideal is relevant today for those desiring an educational focus on individual and discipline-based instruction. (TRS)

A federal appeals court upheld the authority of the University of Michigan to revoke a master's degree awarded to a student found to have fabricated a discovery on which his thesis was based. A degree can be revoked without a court proceeding or trial when allegations of fraud are involved. (MLW)

A century ago history was seen as one of the school subjects conducive to the moral training of young people, and it held an important position in the curriculum. Why the importance of history declined precisely at a time when interest in moral education continued to run high is discussed. (RM)

Reviews traditional role of children in American Indian culture. Presents opinions of 32 female American Indian preschool teachers about behaviors considered troublesome and methods of discipline. Draws conclusions about contemporary Indian approaches to child guidance. (LFL)

Twelve rule changes made by the National Collegiate Athletics Association to strengthen regulation of student participation, coach behavior, and sports program administration and to enforce penalties are outlined. (MSE)

Art curriculum projects influenced by ideas proposed at the Penn State Seminar are described. These include the television series "Images and Things," the textbook series "Art: Meaning, Methods, and Media," the Stanford-Kettering art curriculum, CEMREL's Aesthetic Education Curriculum Program, the SWRL Elementary Art Program,…

The extent to which students in preprofessional programs used academic resources to assist them in making decisions about a change of major or college was studied. Undergraduates who changed majors were expected to rely primarily on the University Bulletin for program information. (MLW)

Changes in women's participation in university education in Australia, as students, graduates, and faculty, are outlined with statistical data and analyzed in the context of Australia's economic history. Despite increased female participation at all levels, heavy imbalances are found to continue, particularly at the upper levels. (MSE)

Examines recent literature focusing on the achievement of poverty students at inner city schools. Discusses the implications of findings in the areas of (1) student grouping and individualization for instructional purposes, (2) learning time for basic skills, (3) grading practices, (4) discipline, (5) grade structure, and (6) differences…

Current American concern for educational quality is discussed. The roots of quality problems are found in early American educational history and what is seen as a continuing emphasis on education as training. (MSE)

Objectives and content of the social studies curriculum from 1900 to 1916 at the Hampton Institute, a trade school for Blacks in Hampton, Virginia, are described, and the extent to which these goals and content were reflected in recommendations published in 1916 by the Committee on Social Studies are examined. (RM)