The separate preparation traditions for elementary teachers and child care professionals have created two distinct realms fraught with problems, yet rich with resources. Preparation for early education teachers is characterized by multiple entry paths, training based on child development principles, cooperative and differentiated classroom…

Having completed the first five-year phase of a comprehensive research-based program aimed at renewing schools and teacher education, the Center for Educational Renewal at the University of Washington will begin a second study examining the ameliorative effects of school-university partnerships. This article discusses reactions to "A Study of…

Describes an elementary school principal's struggle to obtain parent, staff, and student assistance with problem student behavior at neighborhood bus stops. Instead of personally monitoring bus stops, this principal shared her authority, took some risks, improved her patience and listening skills, identified common goals, and involved many people…

The Puget Sound Educational Consortium went beyond the typical school/university partnership by endeavoring to change both the university and the schools. Such partnerships succeed when structures emanate from productive activities. Forging a culture of collaboration means creating a vision, developing opportunities for leadership and learning,…

Describes the six basic elements of personalized instruction: The dual teacher role (coach and advisor), diagnosing student learning characteristics, a culture of collegiality, interactive learning environments, flexible scheduling and pacing, and authentic assessment. (Contains 23 references.) (PKP)

Describes how two secondary schools implemented the six basic elements of personalized instruction: The Thomas Haney Secondary Centre in Maple Ridge, British Columbia, and the Francis W. Parker Charter Essential School in Devens, Massachusetts. (Contains 14 references.) (PKP)

The National Governors' Association Task Force on Technology decided that schools have not generally become more productive through use of technology. Key recommendations center on encouraging educational technology demonstrations in schools, sponsoring research and development, supporting the creation of marketing mechanisms, and encouraging…

The Education Commission of the States has identified several crucial factors that ensure successful school improvement programs, including political support, pressure for improvement, belief in students' learning ability, high-quality programs, state-level implementation strategies, and adequate resources. State agencies must also promote school…

Failures in the university-public school partnership to raise student academic achievement in disadvantaged areas is attributed to faculties that hold diametrically opposed views regarding both the dimensions of the problem and the basic aims and objectives of education. (MF)

Argues the importance of maintaining teacher preparation programs in elite liberal arts colleges so that graduates of those colleges can have access to the profession and the profession can benefit from their talents. Suggests that such colleges form consortia in order to maintain preparation programs. (IRT)

Describes a successful program in which an elementary school and a university cooperated in creating a new approach to the selection and supervision of student teachers. (IRT)

Cincinnati (Ohio) Public Schools have exchanged their confrontational approach to contract negotiation for a more collaborative relationship among the teacher union, the school board, and the central office. This article explains how harmony was achieved in a difficult situation. Teachers benefited by gaining access to policy-making opportunities.…

Examines three San Diego initiatives exemplifying innovative types of school-community partnerships: the executive-driven Hamilton Center social services model; the Crawford Cluster Connection, a family stabilization consortium that stressed professional collaboration; and the Central Elementary School multiethnic program, built on family…

Teachers and administrators are not adequately prepared to address the range of children's social and psychological needs but must rely on parental and community assistance. Instead of merely referring students to social services and health departments, schools must become multiple-service brokers and forge broad community alliances to protect and…

The breakdown of traditional families and increasing numbers of at-risk children have greatly increased need for building collaborative networks to reduce disabling risk factors. Building children's resilience involves reducing overall vulnerability, reducing impact of emotional stressors, increasing resources available to provide for interagency…