Describes how the field experience for students of educational administration at Northwest Missouri State University was restructured, by defining responsibilities, adding a research component, and clarifying the evaluative process. (SR)

Examines Title I (now Chapter I) programs, specifically their problems, the reasons for those problems, and their future. (FL)

Reports on a 6-year study and project in Ohio that visited schools to evaluate their guidance programs, implemented revitalization ideas into 10 programs, and evaluated and disseminated the results. Presents eight essential actions for revitalizing guidance programs. (SR)

Describes the advisory program at Roosevelt Roads High School (Puerto Rico) that uses middle school concepts at the high school level. Describes the program, its objectives, and its scope and sequence. Lists monthly topics for all four grades, and offers suggestions for implementing advisory programs in high schools. (SR)

Briefly describes Witchita's Team Oriented Corrective Reading (TOCR) program for grades 1-8 and reports that a dissemination grant from the National Diffusion Network is helping spread the program to schools in other states and in Mexico. (SJL)

A program was developed in the Norwalk, Connecticut schools to smooth student transition between elementary, intermediate, and high schools. It includes spring orientation activities and staggered opening of school in September to give each new class full staff attention on the first day of school. (SJL)

Describes a program intended to improve the school attendance of truant students, called the Mentoring and Tutoring Help (MATH) program. Discusses the importance of mentors and their roles in the MATH program, and presents the 18 most critical organizational steps for truancy intervention in the program. (SR)

Describes the process by which one high school in New Jersey successfully set up an overseas exchange program with a school in Great Britain. Gives specific details to be considered and lists the benefits of such a program. (HB)

Describes the International Sibling Program at Lewiston-Porter High School in Youngstown, New York. Notes that 10 "sibling schools" in eight countries participate by exchanging faculty and students. Suggests that the program has given students, staff, and the community many opportunities to interact with the real world. (RS)

Provides a planning transition model for teachers of elementary and middle school. Describes the five essential components of the model: (1) developing a planning team; (2) generating goals and identifying problems; (3) developing written strategic plans; (4) acquiring the support and commitment of teachers; and (5) evaluating the transition…

Looks at the essentials of programs for at-risk students and describes an actual program that exemplifies each essential. (SR)

Described is a program, with developmental stages and focus areas, which has the potential for guiding supervising teachers, university supervisors, and coordinators of field experiences as they design and implement inservice programs directed toward improving the student teaching experience. (KC)

The authors outline some of the benefits of international student exchange and describe a few of the features of the exchange program operating at New Rochelle High School. (SJL)

Describes how guidance (counseling) was integrated into school life and involves all school personnel at a middle school. Discusses structures such as "home base" and interdisciplinary teams, as well as the middle school counselor's role. (SR)

Describes the Senior Adult Volunteer Program of the Howard County, Maryland, public school system, which brings older adults and middle school students together in a tutoring situation. Reports that the program has produced student gains in both the cognitive and affective domains. (FL)