Needs of Elementary and Secondary Education in the 1980's: A Compendium of Policy Papers

Front Cover
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Other editions - View all

Common terms and phrases

Popular passages

Page 188 - and Higher Education, Univ. of Kansas Sumitted at the request of the House of Representatives Committee on Education and Labor Sub-Committee on Elementary, Secondary, and Vocational Education The Honorable Carl D. Perkins, Chairman (186) Policy
Page 471 - prepared for Congress of the United States Committee on Education and Labor Subcommittee on Elementary, Secondary and Vocational Education (463) The major educational achievement of the last decade was the
Page 293 - May 31 to June 22, 1978”, Washington, DC: US Government Printing Office, 1978. Herman Kahn and John Phelps, “The Economic Present and Future”, The Futurist 13 (June, 1979): 202-222. Arthur J. Lewis, Testimony Before the Subcommittee on Elementary, Secondary and Vocational Education, House Committee on Education and Labor, April 25, 1979. Peter
Page 555 - spiritual Enrichment If the individual personality is supreme, each person should be offered the emotional and spiritual experiences which transcend the materialistic aspects of life. Moral values have consequences chiefly in social relationships. Spiritual values, however, take effect mainly in terms of inner emotions and sentiments.
Page 187 - proposed that the Assembly adjourn. Colonel Davenport said, “The Day of Judgment is either approaching or it is not. If it is not, there is no reason
Page 538 - Traditionally, societies and individuals have adopted a pattern of continuous maintenance learning interrupted by short periods of innovation stimulated largely by the shock of external events. Maintenance learning is the acquisition of fixed outlooks, methods, and rules for dealing with known and recurring situations. It enhances our problem-solving ability for problems that are given. It is the type of learning designed to
Page 72 - and that even in a disadvantaged area, schools can be a force for good.” * These are refreshing assertions in the face of the oversimplified generalizations that the United States media have popularized to the effect that schools don't make a difference. As I have noted earlier, schools may
Page 262 - of assembling masses of students (raw material) to be processed by teachers (workers) in a centrally located school (factory) was a stroke of industrial genius. The whole administrative hierarchy of education, as it grew up. followed the model of industrial bureaucracy... The inner life of the school thus became an anticipatory mirror, a perfect introduction to industrial society. The most critical features of
Page 603 - Which School Resources Help Learning? Efficiency and Equity in Philadelphia Public Schools,” Federal Reserve Bank of Philadelphia Business Review, February 1975. 16. Mary

Bibliographic information