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)

Describes the development and testing of an interdisciplinary unit on mystery. (FL)

Presents activities that combine the arts with reading, writing, mathematics, social studies, science, and foreign language instruction. (FL)

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)

Poses questions that are relevant to the division of labor in a team-teaching situation and offers suggestions for making team teaching a success. (FL)

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

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)

Argues that (1) secondary school students can and should be involved in educational decision making, (2) the educational advantages of this involvement outweigh the disadvantages, and (3) the secondary school, as a social organization, provides a propitious setting in which to train students in the decision-making process. (FL)

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

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

Argues that the participatory leadership model is especially effective at the middle school level because the team concept is vital to the middle school construct. Asserts that principals who use such a model can truly become instructional leaders. (FL)

Explores key components of the teacher professional growth process and examines how "significant others" can contribute to the components discussed. Presents a structure for a collaborative approach to supervision and staff development. (FL)