This paper examines some of the problems associated with unquestioned teaching practices and theories ("sacred cows") in the field of reading. Topics discussed include phonics, pronunciation, oral reading, teacher accountability and behavioral objectives, individualized reading, and the open classroom. (KS)

This article describes the educational reform begun in Guinea in 1959 and assesses the progress made as a result of the continual improvement of the reform. The basic principle of the reform is to aim at life-oriented schooling. (Author/RM)

From the early 1900s, education in the Torres Strait was dominated by protectionism and segregation. In 1964 on Thursday Island the segregated state school system was abolished: "coloured children" could attend the high top from 1964 and thus secondary schooling became available to all as far as year 10. Since then there have been…

After listing 20 ways in which mathematics instruction has been individualized in the past, the author discusses principles which should be used in evaluating the effectiveness of educational programs. He argues that individualization itself is neither good nor bad; programs must serve the educational needs of students. (SD)

Cites observations about social studies education in the United States by two Australian doctoral students in social studies education. Observations include that concept teaching is limited, social studies is treated primarily as a collection of social science disciplines, teaching is generally expository in nature, student needs and interests are…

Some of the problems involved in preparing vocational teachers in developing countries in Africa are described. The major problem areas are the organization of the education system, the political climate in the country, economics, practice teaching, and program development and continuity. (MF)

Discusses problems encountered in developing and teaching from nonbiased history books and materials. Explores conflicts between objective or critical history teaching and the use of history curricula and classroom texts to accomplish societal goals. (Author/DB)

Presents an overview of the English educational system: elementary, secondary, higher, and adult education. Discusses history, structure, progressive trends, educational standards, and teaching approaches. Journal availability: see SO 506 831. (AV)

When results were compiled on New Jersey's statewide test of basic skills last year, only 31.25 percent of the 10th graders in Paterson surpassed the State-set minimum score in reading and only 34.2 percent in math. No school district had a lower percentage in reading, and only two had lower percentages in math. Discusses how the school district…

Characterizes attempts to provide a research and development base for education in the United States on the basis of organizational development in the University of Pittsburgh's Learning Research and Development Center. Article reprint may be ordered from the Learning Research and Development Center, University of Pittsburgh, Pittsburgh,…

Compares educational philosophies in the United States, the Soviet Union, and Western Europe with regard to relationships between school and the workplace. Concludes that work study programs are more accepted in the United States and the Soviet Union than in western Europe, where they are generally restricted to less intellectual pupils. Available…

The development, influences and effects of attitudes need to be considered as they impinge on the skills and content to be developed and the environment within regular and special classrooms. This paper addresses itself to these issues. (Author/RK)

Examines the composition of statutory committees through which counties were required to conduct educational business in England at the beginning of the twentieth century. Attempts to give some indication of the degree of continuity which existed between practice under the Education Act of 1902 and what had already become customary. (Author/RK)

Examines the implementation of Chapter 766, the dramatically innovative state special-education law in Massachusetts. Shows how the necessary coping mechanisms that individual school personnel use to manage the demands of their jobs may, in the aggregate, constrain and distort the implementation of special-education reform. (Editor/RK)

Argues that, although reform legislation has been enacted to produce higher standards on the assumption that they will produce higher quality in the nation's schools, the act of passing laws and mandating changes to create higher quality do not necessarily equate with true educational reform. (NKA)