Looks at the work of the Hoxton Hall Community Theatre and Education Project in the East End of London. (Editor)

A report of a PBS research project measuring how stations involved their communities in the SPC-III decision-making process. (Author)

The U.S. Department of Education, Office of Safe and Drug-Free Schools introduces the first of four electronic newsletters that will be published by the U.S. Department of Education's Character Education and Civic Engagement Technical Assistance Center (CETAC). This newsletter is intended to keep the field informed about developments in character …

This paper asserts that one part of a comprehensive control system for school construction projects is a citizen oversight committee. It suggests that citizen oversight committees are a cost-effective and politically important method for supplementing a school board in its monitoring and oversight functions. Inaddition, the committee acts as a…

Based on meetings of educators representing the diversity of literacy organizations in Texas, this pamphlet addresses the need for a balanced and comprehensive approach to reading instruction--an approach that recognizes the importance of phonemic awareness, explicit letter-sound instruction, and word recognition practice as well as focused…

Community service learning (CSL) is a growing interest in teaching, learning, and curriculum development. Recent research illustrates the ways CSL is benefiting students through improved learning outcomes, and helping faculty by enriching their research. The annotated bibliography lists resources about CSL, grouped into categories for: (1)…

Training for family literacy began in 1993 with the development of the "Come Read with Me" model. Since that time over 300 facilitators have been trained, but a 1997 survey found only a fraction of these individuals were still active in family literacy programs. The Saskatchewan Literacy Network was faced with the challenge of delivering…

Developing countries cannot simply pattern their social welfare programs after the programs in developed nations because their needs are quite different. Educational levels, degrees of urbanization, and wealth of the countries must be considered. Individual communities must be involved in a real sense if social welfare programs are to succeed. (AG)

Describes the development of a community education program for the urban Indian population of Phoenix. (DN)

Describes a comprehensive plan whereby citizens can become involved actively in the affairs of their community through district advisory councils, citywide advisory committees for special areas of concern, and a citywide citizens assembly. (Author/DN)

This paper describes an innovative and effective approach to venereal disease education which utilized an Educational Telephone Network. (JC)

Clarifies for community educators the direction and focus of community education and determines priorities for the urban situation. (Author)

The author attacks the oppressive atmosphere of the urban school system and its dehumanization of students from disadvantaged groups. (AN)