The Collaborative Instructional Improvement process is a communication facilitating process that enables a supervisor and a colleague to identify problems, delineate action strategies and responsibilities, specify time constraints, and establish an evaluation design. (Author)

Proposes an exchange program in which professors of educational administration would change places with administrators in the field. Argues that such an exchange would improve each group's image of the other. (IRT)

A description of a study designed to analyze science supervisor-faculty relationships is given. The study indicates a more positive relationship exists than is generally believed. (MK)

This discussion of administrative concerns regarding the relationships between schools and practicing physicians suggests the institution of school-sponsored activities leading to close productive relationships with community physicians and optimum use of the medical information available for managing children with handicapping conditions. (MM)

Offers tips to college newspaper advisers regarding recruiting, staff incentives, organization, continuity, training, and liaison with other faculty members. (GT)

There is a need for better understanding and cooperation between the sciences and the social sciences. Overlap occurs in the area of applied science, where moral and ethical issues arise. (Author/AV)

Examines the effects of gender and self-care behaviors on counselors' perceptions of depressed colleagues. Target counselors who took antidepressants were perceived as more competent than counselors who practiced holistic measures and those who chose no course of action. Target counselors who sought personal counseling were perceived as more…

Describes and interprets the process by which two novice mentors of British teachers learned to construe their new role by articulating differences and similarities between their practice as teachers of children and as mentors of teachers. States that it is a highly conscious and gradual process of developing communicative competencies. (BT)

Describes how the authors' collaboration has been exercised through the construction of shared language and activities based on understandings of social action. Outlines three stages of their shared professional relationship: collaborating on projects guided by shared values; role-switching in their collaborative enterprise; and collaborative…

Notes that organizational communication and organizational learning share a common focus on how message processing occurs in institutional settings and how they affect and are affected by people and relationships. Proposes that the assessment of organizational learning represents an assessment of a subset of communication processes in an…

Nine studies that examined the use of referral reply letters that transferred information from specialists to referring physicians were analyzed. Although research indicates that physicians are receptive to such letters as sources of learning, little educational content was actually included in the letters. (Contains 39 references.) (SK)

An architect and educational facilities consultant talks about the roles of architect and user in a building process, suggesting how educators can make best use of partnerships with architects. (EV)

Three issues directly influence the relationship between nurses and physicians: the nature of nursing practice, the education of registered nurses, and the American Medical Association proposal for registered care technicians. Nursing education programs should focus their programs and objectives so as to prepare their graduates for different…

A review of teacher mentoring literature and several mentor-teacher programs makes a case for supporting the promotion of systematic inquiry into and critical reflection on practice among both experienced and beginning teachers. (CB)

Describes the collaboration of five lecturers that teach a freshman writing sequence at the University of California, Santa Barbara. Discusses their experiences in preparing for their reviews and the question of what it means to be a teacher of composition. (MS)