Presentation of Illich and Reiner's theories of de-schooling, emphasizing the theory's paradox in style and thinking and its utopianism found in its ideas of learning webs and conviviality. (ND)

The role of television in education in the USSR to teach moral development and to instill a selective attitude toward television programs is examined. (Author/JR)

A secondary level future studies learning unit is described. For journal availability see SO 504 329. (DE)

A Rand Corporation study finds that an innovation is likely to fail if a school is in it for the money; however, if a school identifies a genuine problem and tries to solve it, the innovation is likely to succeed. (Author/IRT)

The history and contribution to education made by use of programed instruction was evaluated. (RK)

A criminal activities checklist is presented for the classroom which can aid in discussing criminal statistics, definitions of crime, and other aspects of criminology. (Author/DE)

Suggests that after a decade of attempts at innovative reform in American schools, evidence of real change does not appear to have materialized. (RB)

A Medical Student Summer Social Assistantship program was originated by Stanford University's School of Medicine to assist in developing leadership among medical students to meet the psychosocial needs of chronically ill patients, particularly those with cancer. Patient problems often were related to housing, transportation, self esteem, and…

A discussion of rationale and design of a laboratory for students of social work for which the goal is to describe a training process that may be a beginning of a total program of social work education. (Author)

The authors, in light of the growth of the career education movement, are striving to encourage and prepare elementary teachers to utilize industrial arts activities in the elementary school. (Author)

An historical analysis from 1949 to the present, of the role of higher education in China, focusing on the significant changes since the Cultural Revolution in broadening the base of participation in higher education as well as the reorienting of curriculum and standards. (EH)

Educational technology as yet is not the revolutionary force in education its proponents had predicted. (JH)

Author suggests that in increasingly difficult times for higher education, innovators need to take care in formulating problems, in proposing ways of tackling them and in costing these proposals. (Editor)