Describes an innovative program in Philadelphia, the purpose of which was to join two culturally isolated classes at a site away from their schools where they could enjoy a novel educational experience together. (JM)

Peace Corps experience and 3 years as director of the Teacher Corps are explained to provide background for the author's seven specific propositions essential to the success of Federally-supported programs for change. (MF)

Contrasts the educational situation in suburban and rural areas, pointing out that the educational revolution in suburban education has not been equally shared in rural education. (SB)

An attempt to provide in a high school a community where personally and socially worthwhile activity arises organically from the physical-social-psychic-spiritual environment. (Author/EA)

Effective and progressive instruction providing student with a solid background in accounting and computer usage. (Author)

Describles the establishment of a new kind of preparation program for both prospective and experienced elementary-school teachers, in which the University of North Dakota and local communities support a more individualized, personalized learning environment for the elementary classroom. (WY)

Argues that the covering of intellectual deficits in the United States, which has been necessary to gain status in the industrialized society, has smothered learning for its own sake. (RJ)

Observations concerning citizen attitudes toward public education which caused the defeat of two school tax levies in Canton, Ohio. (MF)

Commissioner James Allen, Jr., and other USOE officials are interviewed about major goals and priorities of the U.S. Office of Education in the 70's. (LN)

Author discusses six aspects needing special consideration to unify higher education institutions in Britain during this era of expansion and diversification of educational opportunities. (IR)

This course, developed at student initiative and designed to relate to student experience in the contemporary social and political scene, is a new required course in the School of Social Studies at the University of Sussex. (IR)

States some of the problems caused by bureaucracy in urban schools such as institutional complexity and overload, goal displacement, deficiencies in communication and decisionmaking processes, and social and psychological distances between client and institution. (JF)

Describes a Syracuse, New York, school that removed bureaucratic restraints by emphasizing ends rather than means and by centering responsibility and authority within the school building. (JF)

Describes a mythical professor-author who writes of the period 1970-1984, in which organized schools are abolished because they prevent learning. Mythical political struggles and alternate means of education are explored. (DM)