Discusses eight myths about school choice and attempts to settle some of the main arguments on the basis of experiences in Minnesota and elsewhere. Reviews some of the variety of established choice policies and describes the components of an effective program. (SR)

Discusses benefits and problems of locating a communication department in a professional college, thus identifying it is an applied professional program rather than a liberal arts course of study. (SR)

Describes how the whole-language philosophy undergirds the teaching approaches used in a nontraditional special education program designed for students with language and learning disabilities. (SR)

Describes the Flint Youth Theatre's presentation of Saphira Linden's "Tribe," which was sponsored by A World of Difference, a prejudice awareness and reduction organization. Describes the project's treatment of the North American Indian theme, the involvement of Flint, Michigan's North American Indian community, and the process of…

Describes four mentoring programs: Atlanta's Project Success; and in Washington, D.C., Mentors Inc., the Community of Hope, and the Futures 500 Club. Most are school-based programs providing guidance and inspiration in a one-to-one relationship. The best programs also provide training for mentors. (DM)

The theory of foster-adoptive programs is explained and analyzed. The term "flexible family resource" describes the acceptance by trained families of children who have not yet had parental rights terminated, and thus may return to their biological parents at some time. Although this idea is promising, further research is indicated. (DG)

Describes the Geraldine R. Dodge Theatre Program for Teachers and Playwrights that serves New Jersey drama teachers and professional playwrights, actors, and directors. (SR)

Describes implementation of a staff development project on cooperative learning. Notes that an important by-product of this project was the informal communication that occurred among teachers as a result of their common experiences. (RS)

Describes the Recognizing and Recording Reform in Mathematics Education Project created to monitor the implementation of the NCTM Standards and monitor a broader program of research and development. Discusses key issues in mathematics reform and describes the methodology of the project. (Contains 10 references.) (MKR)

Describes briefly two projects of the National Writing Project (NWP) that encourage the incorporation of technology into NWP activities: the NWP/Polaroid Education Program Pilot Project and the "America's Smartest Home Videos" Awards Project. (SR)

Discusses summer academy programs that feature classroom and hands-on clinical practicum experience to introduce students to the rigors of the academic preparation required for health-profession careers, and the opportunity to be involved in direct patient care and laboratory-research experiences. Contains 22 references. (Author/ASK)

Examines nine risk-reducing and resilience-building programs that provide insights into what works for troubled children and how to build places where resilience thrives. Programs highlighted include those for families during the prenatal period, those that address preschoolers and schoolchildren, and programs that move toward the ultimate goal of…

Demonstrates the practical applications of a problem-solving curriculum called Personal Power. Discusses how to begin such a curriculum and describes the content of the program which teaches youth in conflict to weigh the costs and benefits of alternative solutions to problems. Offers a sample lesson in problem solving. (RJM)

Suggests that many undergraduate management faculty use teams for case study analysis but few give students the opportunity to experience teamwork in an organizational setting. Describes courses at Western Michigan University that provide a team-based learning experience to management-education majors. (JOW)

Challenges the "reductive" two-phase description of Writing across the Curriculum programs. Notes that Phase I has usually been described as expressivist, while Phase II has been described as social constructionist. Suggests that this inattention to intellectual traditions leaves the movement vulnerable to attack. Proposes an…