Describes how classrooms can "talk the language of" and "write about" mathematics concepts and procedures, thereby demystifying the abstraction of math and, at the same time, developing literacy skills. (GC)

In an integrated high school in Oregon, a course, Literature in American History, sharply deviates from the standard curriculum. Using the pedagogy of Paulo Freire, two teachers encourage students to use analytical skills to radically rethink their assumptions about American society. Social contradictions and new possibilities for social change…

Describes three programs of school-community collaboration which have the following goals: (1) helping children develop a commitment to their communities; (2) helping refugees adapt to their new communities; and (3) helping schools deal with student discipline problems. (PS)

Describes the use of teacher researcher teams in problem solving and evaluation in the David A. Ellis School's Schools Reaching Out project. Provides guidelines for such teams in other schools. (DM)

Because of a lack of program coordination and community accountability, services to children and youth are failing to address the problems of young people at risk. Collaboration among agencies can help social services to bypass program mentality. Communitywide interagency cooperation will include local scorecards, program linkages, and strategic…

Describes the Decker Family Development Center (DFDC) in Barberton (Ohio), while relating the difference that the DFDC's services has made to one poor family. Recounts the DFDC's establishment, funding, and current services (adult education, counseling for parents and children, and several types of child care services). (JB)

Presents profiles of the Parent-Teacher Action Research projects of seven schools in the national reform network, the League of Schools Reaching Out, and one in Spain. Each school is carrying out a family and community involvement project, and each has an action research team to collect information on program effects. (SLD)

Three years after the passage of the Chicago Public Schools Reform Act, Stephen K. Hayt School in Chicago (Illinois) has shown some successes, but neighborhood politics have hampered progress as ethnic groups and others dispute issues. In addition, cuts in the citywide school budget left teachers scrambling for supplies. (JB)