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)

Discusses four reasons why mainstreaming has made slow progress. (FL)

School districts interested in developing a more realistic program for the gifted might find the suggestions in this research helpful. Eleven observations developed from 15 years of administrative experience are the basis for designing this program. (Author/RK)

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)

This article described how certain junior high schools in Michigan utilized the micro-mini unit. (Editor/RK)

Describes "Action Learning" programs which intend to broaden the traditional definition of schooling to include community-based experiences. Discusses the implications of this type of model for teacher education--particularly the in-service aspect. (Author/RK)

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)

The author describes a departure from the conventional high school programs and their credits. Lynchburg Learning Center is an effort to restore the spirit of learning in pupils who, under usual circumstances, would have become statistics in the dropout tables. (Editor/MF)

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)

This paper proposes a proven, viable program aimed at alleviating the intransigent attitudes toward curriculum change and the subcultural conflict of teacher and student interrelationships and, as well, provides an experience in humanized education. (Author/RK)

There is still the tendency of many schools to exile the pregnant school age girl from the classroom and from contact with other students although such a girl needs considerable help from the schools and other community agencies. (Editor/CB)

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)