Outlines a method of establishing a university/public school partnership that proves beneficial for both institutions. Describes four essential components for effective collaboration. Argues that such collaboration fosters excellence in education. (HB)

Describes a Texas program in which elementary and secondary school teachers switch positions with university professors. (FL)

Offers a reflection on the shootings at Columbine High School in Littleton, Colorado, on April 20, 1999. Describes how neighboring Chatfield High School prepared for and welcomed the students and staff of Columbine to their school, showing cooperation, professionalism, and heart in the face of tragedy. (SR)

Points out that advocates of cooperative learning frequently operate as if cooperation was better than both competition and individual work. Argues that educators should seek to empower students to engage in the best, most humanly evolved, most moral forms of all three. (MS)

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)

Describes the rationale for "tech prep" programs--programs that offer a 2+2 plan for linking the last two years of high school with the curriculum of a two-year community or technical college to produce students with high-level skills. (SR)

Advocates the collaboration of colleges and high schools in charting out and incorporating skills and curricular objectives central to both institutions. Provides a historical perspective. Presents data from surveys of teachers and students concerning which areas and skills should be improved among students. (HB)

Interviews educational psychologist Dr. Sylvia Rimm about underachievers and underachievement syndrome. Discusses how parents and teachers can best help underachievers; societal messages about underachieving; girls and underachieving; the role of reading in underachievement; and other such topics. (SR)

Describes communication in school organizations, the process of communication, communication problems, and how educational leaders can improve communication in schools. (SRT)

Presents an imagined exchange between the head of the teacher education department and a professor of educational pedagogy wherein the professor is advised to spend time in the "actual school setting," and the results of this visit are reflected in the professor's course syllabus for the spring semester. (NH)

Outlines the benefits of writing center-writing across the curriculum programs in high schools. Notes the value of inservice workshops and collaboration. (SR)

Offers a portrait of what the author hopes for in his children's teachers. Argues that many, if not most, parents want to work with teachers for the benefit of their children. (SR)

Argues that educators who service classroom teachers and students should (1) set personal goals and (2) eliminate time wasters. (FL)

Argues that computer assisted instruction is valuable and suggests that teachers begin to develop software and share it with colleagues. Offers examples of such efforts. (FL)

Offers suggestions for improving the relationship between teacher training institutes and the schools in which they place student teachers. (FL)