The importance of careful planning and implementation to the success of school desegregation efforts in urban areas, though obvious, is often overlooked. (Author/MJB)

This article reports on one school district's planning for a school-based staff development program, focusing on preparations made by the staff developers before the program began. Conclusions are drawn about the planning and preparation for such a program. (MT)

A field experience program balances great potential for learning against a major expenditure of resources and requires vision, commitment, flexibility, and persistence to implement. It enhances academic learning through use of the outside world's resources and provides a link to the world in which students prepare to live. (MSE)

Describes a "high success," outcome-based education program at a Phoenix, Arizona, high school. Teachers there defined intended course outcomes, aligned tests and performance criteria, provided students with second chances and extra time to learn material, and raised expectations for the minimum acceptable performance. (MLH)

Describes sexual abuse prevention program designed to inform elementary school children about various aspects of child sexual abuse. Discusses implementation process and program components for implementation with second, fourth, and sixth graders. Various activity summaries are included. (NB)

Describes circumstances of a 1978 camp canoeing accident in which 13 persons drowned. Reports factors which led to the accident, based on details from the Coroner's Report. Poses questions which should be satisfactorily answered before a trip can be safely undertaken by campers and camp staff. (CS)

This study examined conditions under which three substance abuse curricula were implemented in three Oregon school districts. Data related to teachers' involvement were collected from interviews of 44 teachers in 21 schools. Information from program coordinators included details of implementation of curricula with 4,325 students. (Author/JL)

The degree to which a principal provides appropriate and sufficient support for implementation of a gifted education program will determine the success of the program. Actions that can facilitate implementation, teacher use, and institutionalization and the effects of various managerial styles are discussed. Components of a gifted program are…

Looks at three issues related to management education and development in Great Britain: (1) where responsibility should be for initiating and coordinating action; (2) who should pay for postgraduate management education; and (3) how should the question of quality be addressed. (JOW)

Key steps in deciding on a new career program include having a program planning model, identifying a planning officer, gathering the necessary planning data, conducting a feasibility study, and understanding the institution's program approval process. (Author/MSE)

Discusses need for systems-based approach to quality assurance in mental health services, which can provide useful information to administrators and practitioners as they work to maintain or improve quality of care provided to patients. Introduces generic model for monitoring and evaluating quality of care and discusses potential barriers to its…

Several ways are examined in which clinicians can choose to be involved in social policy as extensions of their clinical practice roles. Key concepts of operationalizing, implementing, and promoting change are stressed. (Author/MH)

The advantages of distance education programs, particularly for adults, are twofold: (1) they allow access to large-scale education, and (2) they stress individual learning. The author discusses how successful programs can be implemented and describes one at Oklahoma State University. (JOW)

Used four case studies of planned change to evaluate the effectiveness of the Probability of Adoption of Change model in predicting the probability of successful program implementation in higher education. Results provide support for the role of the variables defined in the model. (ABL)

Comments on E. G. Creamer and Don G. Creamer's article "Predicting Successful Organizational Change: Case Studies." Notes leadership placement in student affairs is logical but unfortunately not probable if the change is institutionwide. Raises questions about the conclusions drawn, although states a liking for the model. (ABL)