Addresses difficulties in the mentoring relationship, especially of African-American youth. Suggests ways to avoid the risks of "drive-by" mentoring, notes the problem of social distance between mentors and students being mentored, identifies characteristics of ideal mentors, offers guidelines for providing necessary program structure…

This discussion of ethical issues in the practice of teacher collaboration linking special and regular education considers reasons for collaboration, student placement, classroom diversity and teacher stress, confidentiality, the effectiveness of collaborative interventions, and teacher attitudes and successful collaboration. (DB)

This discussion of issues in the mentoring of African-American youth defines mentoring, identifies elements of successful mentoring, stresses the importance of recognizing existing family and community assets, and urges parental involvement and a program philosophy which affirms the value of resiliency in children surviving in difficult…

This introductory article in a special issue on mentoring as a means to prevent school failure looks at the beginnings of mentoring in the United States, recent growth of mentoring programs, similarities and differences in mentoring programs, sources of funding for mentoring programs, what works and what does not, and the future of mentoring…

Relationships between schools and families of children with learning and behavior problems are discussed in terms of the benefits of parent involvement, barriers to effective home-school partnerships, ways that schools and families can collaborate, and skills that support parent-teacher collaboration. (DB)

This paper argues that present service delivery models for Chapter 1 students have questionable effectiveness and calls for collaborative consultation between teachers of Chapter 1 and regular programs to better serve this population of at-risk students. This system change requires defining collaborative consultation, developing a collaborative…