Presents activities that combine the arts with reading, writing, mathematics, social studies, science, and foreign language instruction. (FL)

The authors present a ten-step placement procedure that they have used to arrange optimal assignments for student teachers. (SJL)

If administrators are to deal effectively with the complex management issues confronting public schools, they must have access to new professional learning experience. In addition, they need to interact with colleagues from different socioeconomic regions and from other countries. (FL)

Poses questions that are relevant to the division of labor in a team-teaching situation and offers suggestions for making team teaching a success. (FL)

Offers five tips that teachers can use to improve their skills in communicating with parents. Discusses each tip and provides a scripted example emphasizing how each tip could be used in a parent-teacher conference. (MS)

Argues that (1) secondary school students can and should be involved in educational decision making, (2) the educational advantages of this involvement outweigh the disadvantages, and (3) the secondary school, as a social organization, provides a propitious setting in which to train students in the decision-making process. (FL)

The development of interdisciplinary teaching teams offers the counselor increasing opportunities to benefit larger numbers of students than usually appear in the guidance office. The counselor also gains more opportunities for inservice teacher education and for facilitating parent-teacher conferences. A format for this last function is outlined.…

Bibliotherapy offers both teachers and parents a dynamic avenue for improving the LD student's self-concept and academic functioning. (Author/SJL)

Describes the learning specialist's role in implementing corrective or remedial programs. Notes that resistance to programs often develops when cooperating classroom teachers are asked to change their teaching styles or strategies. Presents eight guidelines for establishing trust and reducing or eliminating resistance. (MM)

Outlines a year-long approach to monitoring student progress and soliciting help from parents and pupil personnel staff when learning problems develop. (SJL)

The authors briefly describe their research on teaching cooperative classroom behavior to students; outline the essential components of a curricular activity designed to foster cooperative behavior; and explain how teachers can promote in their students both the skills and the affective components of cooperation. (SJL)

Based on experiences in Dallas, Boston, and Minneapolis, guidelines are given for local school-business partnerships, including objectives, forms of cooperation, and partnership activities. In this last area, internships, magnet and specialty school programs in the above-mentioned cities are described. (SJL)