This paper discusses the difficulties that rural and small urban communities are facing in resisting attempts to consolidate their schools into larger districts. (BE)

This paper describes and analyzes the political and organizational effects of school consolidation in Arlington. Existing research on consolidation is criticized and new directions for inquiry are suggested. (Author/EB)

It is time to free urban education from the standards of rural, agrarian America. Urban education must reflect modern family structures, utilize school buildings to a fuller extent, reflect more autonomy for schools in individual communities, and expand bilingual programs. In short, schools should become the new "settlement houses" for urban…

Argues that close examination of prevailing school "meanings" must occur for schools to adjust to the diversity of the "new demographics." Examines some factors that cause U.S. schools to shun change and innovation in their design: culturally biased meanings of concepts associated with schooling. (JB)

Examines trends in population growth and demographics, particularly among minorities, and argues that such study helps to plan educational trends and demand for the future. Looks closely at the Hispanic-American population, causes of minority growth, children and household formation, regional patterns, and socioeconomic conditions of Latinos. (JB)

Synthesizes research findings from 10 studies on urban homeless families; and details their demographic characteristics, including the number of children, race, ethnicity, and family composition. Focus is on mothers with children and the effects of homelessness on children. (SLD)

Provides a historical unfolding and account of cultural pluralism as an approach to student acculturation in the education of diverse urban populations. Traces the origins of a shift away from the "melting pot" notions and the emergence of multicultural ideas. (JB)

Briefly explores the issue of conflict resolution (CR) in education; the introduction of CR into the public schools; and whether CR processes such as mediation meet the needs of nondominant groups. It also introduces several articles that discuss specific approaches to the development and implementation of CR programs in schools. (GLR)

Describes some of the demographic characteristics of students and teachers, explains some of the implications of these for teacher education, and offers some suggestions for how teacher preparation programs should be designed to respond to these demographic realities. Argues for teacher preparation that is population based and contextually…