Discusses the influence of the coaching paradigm on teaching reform and argues for an understanding of its limitations. Suggests that vital educational goals, such as the acquisition of knowledge and the employment of understanding and values, cannot be met by adherence to the coaching model. (RS)

The author presents a model which he feels satisfies the demand by special educators for "concrete" and "real-life" studies and, at the same time, is in accordance with the "Guidelines for the Social Studies" as stated by the NCSS Task Force. (Editor)

Sources of communication breakdown in the lecture aspect of teaching are discussed, and a communication model is given as a diagnostic instrument to aid the teacher. (DB)

Notes that many practitioners underestimate the occurrence of childhood depression and explains what childhood depression is, what symptoms most often indicate it, why it occurs, and what teachers can do to help depressed children. (JC)

Describes the efforts of the staff of one urban high school in Mississippi to develop and implement a school improvement program based on a school effectiveness model. (FL)

Notes that because teachers are often burdened with too many noneducational responsibilities, they lose commitment to the profession as well as a sense of purpose. Suggests ways teachers can regain and maintain a sense of purpose and hope. (JC)