Reviews the status of educational choice in a number of countries, including the newly independent states of Eastern Europe and the newly united Germany. Sets forth the requirements for inclusion in a choice program if it is to be effective and equitable. (SR)

Warns against the unknowing use of dangerous plants in the classroom. Promotes the safe use of plants for instruction and ornamentation. (SR)

Describes a typical day at work for an elementary school counselor. Notes the variety of skills required. (SR)

Describes a lengthy list of excuses used regularly by some teachers to justify the poor results of their own teaching. Criticizes the attitudes of incompetent teachers who are willing to blame anything for their failures except themselves. (HB)

Describes an eleventh-grade physics classroom in which lessons were structured cooperatively. Argues that a cooperative structure of lessons in a physics classroom provides a positive atmosphere in which debate, verbal play, and collegiality play central roles. (HB)

Argues that students must be trained properly to ask reflective questions. Describes two strategies that can be used by teachers to help students improve their question asking abilities. (HB)

Examines the two most frequently cited approaches to making video and audio passages available to teachers in the classroom: videodiscs and digital video interactive. (HB)

Recounts the experiences of two substitute teachers who crossed a picket line during a teacher strike in a school district of a small western town. Considers the long-term effects and outcomes of teacher strikes. Questions the feasibility of teacher strikes. (HB)

Describes implementation of a staff development project on cooperative learning. Notes that an important by-product of this project was the informal communication that occurred among teachers as a result of their common experiences. (RS)

Examines the issue of how school districts should deal with requests to serve students with complex health-care needs. Outlines various complex health needs. Provides a suggested service plan for schools faced with such issues. Lists classroom strategies for students with complex health needs. (HB)

Studies and identifies those characteristics and attitudes most needed in approaching curriculum planning from a holistic approach. Describes the phases and methods for holistic curriculum planning. Presents the curriculum planning activities of the Shaker Heights, Ohio, City School District as exemplary. (HB)

Identifies the problems associated with traditional programs for tracking secondary students according to perceived abilities. Recommends an approach for effective untracking which uses a set of cooperative learning strategies. Provides alternatives to tracking programs, with attention to cooperative learning strategies. (HB)

Offers 10 suggestions for department chairs in dealing with faculty. (SR)

Outlines the contributions to multicultural situations that can be made by techniques of cooperative learning. Suggests practical ways that educators can use cooperative learning to reap these benefits. (HB)

Considers the position of the subject area supervisor. Reports on a survey of the characteristics of these positions as they are found in the school districts of Pennsylvania. Assesses the potential for the continuation of the positions in the districts surveyed. (HB)