Data extracted from the 1960 and 1970 censuses and from a 1976 community survey indicate that community of residence is a crucial factor in shaping attitudes towards social problems. For this reason, community should be viewed as an independent moral order through which individuals attempt to decode the larger society. (Author/WI)

The impact of community leadership and attitudes indicated in news coverage on the subject of school integration is discussed as it relates to the flight of white families to the suburbs. (JD)

The character of education offered by the school and the education acquired by the child are a function of the communities in which the school and the child are embedded. (MM)

The author studied sixty white female student teachers in suburban, inner-city experimental, and inner-city traditional settings and measured rank order of perceived influence of key individuals, shifts in these rankings, and shifts in subjects' perceptions of pupils' abilities, discipline, learning, teaching methods, and evaluation of pupils.…

A yearlong field study of how communities, school districts, and personal characteristics influence principals' behavior as instructional leaders concluded that successful principals act with purpose, have a multi-faceted image of schools, use routine behaviors to progress toward goals, and engage in the same kinds of behavior. (CB)

Eighteen mentally retarded adults were taught pedestrian skills using either classroom or community training procedures. Community training procedures resulted in significant improvement from pretest to posttest; however no significant change was seen in the classroom group. (Author/MC)

This study sought to determine the degree to which school and community factors influence mathematics and science achievement of public school students in Georgia. Of particular concern was identifying variables to assist educators, parents, and other child advocates in providing academic programs that are responsive to the needs of learners. Data…

From Harlem to Monrovia, Liberia, their service projects contribute increasingly and significantly to the total Black community. (DM)

A paper presented at annual Conference on English Education, National Council of Teachers of English (8th, Des Moines, Iowa, April 1970). (Editor)

There are two basic reasons why the black educator finds it difficult, at best, to be an agent of change in the black school. First, he was trained by the very system he is expected to change, and secondly, he is a certified agent of that system. (Author)

By integrating his personal experience as an elementary school principal with research data, the author explores forces affecting the role of principal in an inner-city setting. (MP)

Explains how recent court decisions have given teachers time to reevaluate their feelings and beliefs about reading before having to face ultimate tests of accountability. (AEA)

Describes how, with the help of the federal government, a community in Portland, Oregon was able to rebuild a local elementary school following integration. (LRA)