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S. R. Slavson

FROM THE COVER: Here is a personal account of the wise ways used to restore maladjusted children to normal lives. Some years ago, the author was called to an institution for disturbed children to end a riot that had been raging for six weeks. How he succeeded and effected a gradual change both on the part of the children and of the adults in charge is the heartening story Dr. Slavson tells. A stirring narrative, the book is also a clear exposition of the use of group techniques, the tools of social casework, and modern psychiatric theory. It will serve as a guide to experts in the field and to the intelligent layman concerned with understanding disturbed children.

COLLIER BOOKS. NEW YORK, N. Y. 1954. 252p.

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Edited by Peter Scharf

FROM FOREWORD: This reader is the second of tivo recent collections of articles about moral education. The first is Purpel and Ryan's Moral Education (1976), an expansion of a set of articles written for a special reader is compiled for those actually involved in educational practice in the schools. Unlike the Purpel and Ryan book, which is designed to provide an introduction to three different approaches to moral education (the values-clarification approach, the cognitive [or rational decision-making] approach and the cognitive-developmental approach), the present book focuses on a single approach- the cognitive-developmental. (Fenton, 1976). Also valuable and unavailable elsewhere are the articles by Scharf, Hersh, Paolitto, and Selman from a special issue of Contemporary Education (Grimley, 1976).

Minneapolis, MN. Winston Press. 1972. 310p.

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RONALD G. CORWIN

Reform And Organizational Survival delves into the pivotal role of the Teacher Corps in driving educational change and fostering organizational resilience. Through insightful analysis and real-world examples, this book explores how the Teacher Corps program has served as a catalyst for reform within the realm of education. By examining its strategies, challenges, and impact on educational institutions, readers gain a deeper understanding of how initiatives like the Teacher Corps can shape the future of teaching and learning. A must-read for educators, policymakers, and anyone passionate about improving the educational landscape.

NY. JOHN WILEY & SONS. 1973. 485p.

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James Bowen

FROM THE COVER: Anton Makarenko was to Soviet education what John Dewey was to education in America. Each believed education to be a group process but each placed a different interpretation upon the individual's role in society. Dewey emphasized the importance of the diversity of the individual's interests as necessary to strengthening society's growth. Makarenko felt that the individual's role should be subordinate to the collective needs of the group. He sought to educate the child according to environmental psychology in which social conditioning and habituation play a prominent part. It is essential that the West understand the direction that Soviet education is taking today, and this book helps immensely in achieving that understanding.

Madison. Wisconsin. 1965. 235p.

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Robert R. Corkhuff And Bernard G. Berenron

We come to bury therapy and give birth to "teaching as the preferred mode of treatment." Human needs are expanding at such a geometric rate that we can no longer afford the luxury of the traditional modes of counseling and psychotherapy. They have not delivered. They can-not deliver. Those of us who are too tired to change so that we can do the things that will deliver must simply move over and allow those who are not too tired to make the changes.

Human Resource Development Press, Inc. Amherst Mass. 1976. 304p.