Since both having the teacher visit the students' homes and having the parents visit the schools for conferences poses problems, the telephone is suggested as a relatively unexploited resource for solving the parent/teacher conference dilemma. (Author/JN)

Parents should be involved at all levels of the school system according to their interests and capabilities. (Editor)

Suggestions to principals for developing school philosophy and goals. (SP)

Suggests ways teachers can communicate the goals and purposes of multicultural education to parents and deal with parents' thoughts and feelings about race. (DMM)

The article discusses problems experienced by gifted students, offers suggestions for workable solutions, and lists some common attributes required by both parents and teachers to achieve positive interaction. It is concluded that parents and teachers working together--using patience, commitment, and understanding--will benefit the gifted child.…

Two elementary teachers report the benefits they've seen from using Jesse Jackson's "Push for Excellence" program. A partial list of elementary schools involved in this program is appended. (SJL)

Differences in reactions of parents of gifted and handicapped children are pointed out; concerns of parents regarding testing and identification are considered; and parent-professonal communication is discussed in terms of the parents' need for information, need to belong, and need for positive self-esteem. (SBH)

Guidelines for effective discipline techniques are given. (JD)

Encourages parents, teachers, and other professionals to recognize and study the importance of nutrition for the development of handicapped children. (CM)

Argues that teachers need to be aware of the effect adult illiteracy has in their classrooms. Discusses identifying low-literate parents, what to do next, and ways to support low-literate parents. (SR)

This article explores use of a "home-to-school communication journal" to provide effective home-school communication and collaboration for students with severe disabilities. It considers barriers related to communication notebooks, recommended functions of the home-to-school notebook, contents, teacher and parent notebook implementation,…

Suggests some techniques and strategies that teachers can share with parents to help them support their children as they construct meaning, develop scientific literacy, and form a more intense and personal connection with the content information presented in science and mathematics books. (KHR)