A collection of quotations from past issues of the journal. (JH)

Seen in its strictest sense, mastery learning is a recent phenomenon. Viewed in terms of its constituent elements, however, it has roots deep in the Western tradition of education. Elements of mastery learning theory can be found in the work of the Sophists; early Jesuit educators; John Amos Comenius, a Moravian pastor; John Locke; Johann Heinrich…

Attempts at change in education have been largely unsuccessful, producing only superficial change because of inadequate needs analysis, unsound implementation plans, insufficient training in the use of innovations, and failure to involve practitioners in the decision-making process. (HMD)

Article discusses idea of deriving knowledge from clinical practice. Emphasis is on clinical research and development in education. (Author/EK)

Briefly describes some of the concerns and objectives of scholastic journalism. (RB)

Author discussed the major implications for the development of comparative education which arose from the criticism of the "radical critics" and those opposed to the imposition of the "scientific model" in humanistic concerns. (Author/RK)

A general discussion of te classroom teacher's role in educational technology. (HB)

Author argues that managing for change is desirable. It is necessary, but not a sufficient, condition to assure that future important ideas in education become more than passing fads that have little impact upon educational practice and educational output. (Author)

The speaker outlines some of the difficulties in education that have prompted educators to search for alternative approaches, offers guidelines for the implementation of alternatives, and outlines the alternatives available in the Teaneck, New Jersey, schools. (IRT)

Adopting innovations is one thing; proving their success is another. The author says the Open Classroom deserves to succeed and shows some interesting perspectives. (Editor)