Proposes five basic principles of a code of ethics for adult educators: social responsibility, an inclusive philosophy of education, pluralism as a strength but consensus as a goal, respect for learners, and respect for fellow educators. The wisdom of developing such a code is addressed. (SK)

Designing publications to recruit graduate students is a far different task from designing materials for undergraduates. Syracuse University has found three principles helpful: relying on the expertise of the institution's academic units; providing useful information, not a sales pitch; and using desktop publishing to produce targeted…

Describes how the interprofessional case management model developed by the Center for the Study and Teaching of At-Risk Students (C-STARS) positively influences student performance. Evaluation data and a case study show the model's uses. Principles learned from the model's application are identified, and recommendations for practitioners about…

Campus activities programmers on two-year campuses can find support among faculty by approaching faculty with whom they already network, identifying faculty who support student affairs efforts, making extra efforts to inform faculty about programs, actively responding to both positive and negative faculty comments, and keeping communication…

Reports on a study designed to assess whether mentoring experiences, or the lack thereof, influence the decision of faculty members to stay or leave. Respondents began tenured/tenure-track appointments at the University of Colorado at Denver between 1987 and 1991. Qualitative differences were found in the nature of the mentoring and the outcomes.…

Presents challenges faced by universities experimenting with interprofessional programs to better prepare professionals to tackle complex problems faced by children and families: (1) overcoming compartmentalization of professional schools, (2) learning to be effective partners with communities, and (3) reconceptualizing the nature of professional…

Explores issues, problems, and procedures involved in large English departments which use portfolio assessment and where part-timers and full-timers need to collaborate in this process. Offers recommendations involving the relationship of part-time and full-time teachers in such programs. (SR)

Asserts that the strong tradition of collaboration in early childhood provides a foundation on which to build in adopting critical stances to researching early childhood practices. Suggests that critical collaborative relationships provide supportive and potentially productive sites for examining structures and assumptions underpinning practices,…

A survey of 500 preschool teachers found a majority view individualized intervention on specific goals to be important for all children, they would like to receive all of the listed forms of assistance from special educators, and they want special educators to be involved in collaborative roles in their classrooms. (Contains references.)…

Ideas gleaned from the journal of a president of Moravian College (Pennsylvania) immediately after beginning the job identifies many of the tasks and challenges greeting new presidents in the early days of their tenure, focusing on establishment of productive relationships with community leaders, faculty, board members, and staff and learning…

A survey of 195 college managerial personnel investigated their responses to various sexual harassment scenarios (economic injury, hostile environment, or no harassment) with regard to offender status (supervisor or coworker). Predicted sex differences in complaint handling and belief in sexual harassment myths were not found. Other findings are…

Describes how reading specialists could function as collaborative consultants, spending the preponderance of their time working with other adults to meet the needs of students. Discusses curriculum development, instructional problem solving, assessment, and parent liaison. (SR)

Identifies and explains the types of practices and interactions that interdisciplinary teaching teams engage in, which in turn influence instruction and student learning. Presents data to illustrate the impact of common planning time, team size, and scheduled teaming on team activities and interactions. (JPB)

Presents side-by-side discussions of a fourth-grade teacher and a teacher-educator who switched jobs for a school year. Concludes that at both the elementary school and college level, the teachers had to build community; attend to students' past experiences and personal lives; balance content and process, choice and mandate; and provide authentic…

Rather than informing the teaching community about good research, five experienced teachers and three university researchers developed a discourse community around vocabulary learning to reflect on practice, engage in shared critiques, and support professional choices. In doing so, they were able to inform the research community about good…