A four-phase scheme for technology education attempts to relate industrial arts activities in the elementary school, contemporary industrial arts thinking for secondary schools, and vocational-technical education, consistent with major guidelines for career education. (Technical specialization is the fourth phase.) (Author)

The author has worked in public schools, colleges, communities, and New Careers programs. Though enthusiastic, she also notes that paraprofessional programs don't always work. The article presents an analysis of what still needs to be done. (Author/PC)

Methods for planning technological innovations in education are expanded and applied to the problem of planning educational services for Botswana. (Author/WM)

Describes an innovative campus wide program at Worcester Polytechnic Institute for undergraduate education. It is individually structured, student centered, project oriented and designed to produce a professional who works creatively with specialists from other disciplines and who has a wide awareness of the larger world of humanity. (BR)

Argues against the view that music education is an educational luxury that reaches few students and is generally ineffective. Also discusses four common myths about music education in American schools. (JG) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Described are a few of the innovative typewriting courses offered by the New York City Board of Education designed to meet needs of the urban populace in the areas of business education. (Author)

The article describes the origins and development of the Allfarthing Workshop, London, which is one example of a shared learning experience, where the participants have been freed from the traditional roles of teacher as leader imposing his choice of knowledge and skill and the student as the unquestioning consumer. (Author/MW)

Plans for the Columbus Metropolitan Career Center give promise of being an imaginative approach to career education. The aim is to offer at one location a career mix that parallels the real work where technicians, professionals, and craftsmen work together. Three occupational centers will open in the fall of 1976. (Author)

The presence or lack of the teaching function, the use of unconventional delivery systems, and the principle of student-directed learning are three sources of differentiation among nontraditional programs. (Editor)

Some predictions about credentialism, types and motives of students, technology, and the learner as producer in nontraditional education. (Editor/PG)

Characterizes the University of Massachusetts School of Education Program as dynamic and creative and as offering a quality program based on change and innovation. (Author/DW)