Article focuses on social studies curriculum, the target of many who seek to impose their values and policy on the total school program. A framework for providing positive program characteristics to be used by teachers and schools is outlined. (Author/RK)

Continual monitoring of the community is required if community colleges wish to offer meaningful community-based programs. The college must also constantly evaluate the extent to which it achieves its community program objectives. (JDS)

Maintains that medical students should learn more about psychology. Briefly describes why medical students have not learned more about psychology, discusses the aspects of psychology most relevant to the needs of medical students, and suggests teaching formats to accomplish this goal. (JR)

Studies of a population's health attitudes, knowledge, perceived needs, and resources can be used to establish the need for scientifically sound health education, as illustrated in this Appalachian case study. (MB)

The significance of incorporating information regarding nonprogram factors as well as program factors in evaluation of teacher education programs is examined. (MM)

This is an interview with four junior high school teachers in which some of the features of a junior high school program within an elementary school are discussed. (AM)

A report to the Association on a study of the accreditation question. The topics covered are: a definition of accreditation; a listing of major accredited; a description of the process of accreditation; and procedures for becoming an accrediting agency. (AMH)

Describes a successful program designed by Central Oregon Community College in cooperation with the Confederated Tribes of Warm Springs to service Native Americans who live 60 miles from campus and have a culture and language of their own. (DC)

Discusses a four-stage "marketing process" employed by a suburban community college in an effort to become more responsive to the needs of its present and potential students. (DC)

The public health practice program at the University of South Carolina illustrates two general principles of service learning. A model program is described and its implications discussed. (Editor/LBH)

The guidelines presented for a practice-experience course are the results of additions, revisions, and refinements as knowledge was acquired with experience in the management and operation of a practice-experience course at the University of Kentucky since January 1970. (LBH)

The School of Pharmacy, University of the Pacific, and the Pharmacy Service, Letterman Army Medical Center, initiated a 15-week clinical nuclear pharmacy clerkship in 1975. It includes basic nuclear medical science, technical competency, professional competency, and special interest emphasis. (LBH)

The history, goals, and current activities of the Center for Teaching and Learning at Stanford University are outlined and discussed in this article. The Center's main areas of concern are graduate student teaching, guidance for young faculty, and faculty renewal. (JD)

Relates learning disabilities with delinquency and discusses the results of a national survey of educational programs for delinquent youth. Focuses on a program of self-control for eliminating disruptive behavior. (RK)

Considers the double barriers obstructing the delivery of mental health service to the working class--the stigma of mental illness and the lack of referral channels--and how the social worker-trainer's role can help develop preventive mental care for the working man. (Author/RK)