Accountability in its real meaning is a process of behavioral planning in which the teacher leads the student towards specific observable goals, estimates the time of arrival, selects the most appropriate methods, and determines the degree of achievement. (MB)

This article describes four years of experience the Pittsburgh High School of the Creative and Performing Arts has had with a dance program. Problems and virtues of the program are highlighted, and suggestions for improvement are offered. (MT)

In providing options for reading learning experiences (such as discovery spots) concentration should be on (1) opportunities for frequent teacher-student contacts, (2) grouping flexibility, (3) opportunities for group planning by teachers jointly responsible for reading program development. (MB)

A Specialist Degree in Teaching is the result of a four-year development effort at the University of South Carolina designed to meet the complex needs of a career teacher. The goals and curriculum of the program are described as well as strategies for program evaluation. (MT)

Changes in society due to technological advancement have placed a burden on educational systems to prepare individuals to deal with the future. Academic administrators must be properly and continually trained in order to provide leadership for their institutions. (DF)

A balanced reading program must--in addition to providing for children's reading skill needs--include a well-planned "affective component" which provides for the development of their interests, attitudes, and personal values in relation to reading for information and enjoyment. (Author)

A structured daily report card program can provide more consistent and efficient feedback on students with behavior problems than traditional approaches. The article details specific steps in designing a daily report card intervention, emphasizing how parents and teachers must work cooperatively to create and implement the intervention. (SM)

An exchange program allowing American students to do their supervised teaching in English schools is described. (JMF)

Three aspects of the formation and initial development of a professional development school (PDS) are discussed: developing interpersonal and working relationships; developing a common vocabulary and knowledge base; and engaging in genuine problem solving. The PDS is a partnership between Michigan State University and Elliott Elementary School.…

Although each of the partner schools which were developed during the 10-year partnership between Brigham Young University and 5 Utah school districts is unique, the partner schools share 4 common components: preservice education, inservice development, curriculum development, and research and evaluation. (IAH)

Early childhood educators in public school settings are influenced by trends and practices in the field of early childhood and elementary education. The paper examines those trends, conflicts between current trends and realities, and the dilemma of early childhood educators in developing quality programs in elementary schools. (SM)

Examined the implementation of nine pilot school-to-work high schools, highlighting planning models, curricular changes, and effects of program implementation on principals' roles. Surveys and interviews with principals and site coordinators indicated that changes in curricula were visible and heavily encouraged by respondents. Without their…

Professional development schools (PDSs) can be considered both organic and synergistic. Six principles form the basis of a framework that may be used to guide initial efforts to develop PDSs. (IAH)

The roles of clinical professors in the professional development school component of the preservice program at Indiana State University are described in terms of four strategies: building infrastructure, establishing trust, implementation, and evaluation. Early undergraduate field experiences are the focus of the discussion. (IAH)

The data gathered in Project ESCAPE and the experiences encountered throughout the three-year program give strong evidence that classroom teachers are willing and able to assume increased responsibility for the formal preparation and continued education of members of their own profession. (MM)