Recounts history of Windsor Hill School, Los Angeles, its change from a white to a black community institution, its maintenance of high academic standards through parental intervention and action, and the high achievement levels of its black students. (RJ)

Several problems in teaching science to the urban child are identified. A systems approach to develop a meaningful science education program for these students is suggested. The proposed systems model of the educational sciences is presented and discussed. The author was the director of the Urban Adult Education Institute in Detroit. (LC)

Examines the mutual development of the East Harlem community and the Benjamin Franklin High School as a case study of the community school's historical development. (JM)

A student's priorities should stress his formal education rather than emphasize student affairs and community involvement. (LN)

Discusses various approaches, successful and unsuccessful, used to stimulate adult education broadcasts from community radio stations in New Zealand. (Author/JJD)

Special education for handicapped adolescents is discussed within the framework of four developmental-educational goals: (1) learning competence, (2) social participation, (3) community preparation, and (4) career preparation. School programs and interventions directed toward these goals are described. (Author/PN)

Prescribes engaging the public in the actual pains and rewards of reading and writing as a way of battling the public schools' negative image. (JL)

Suggests methods to attract parents and others to schools for school activities. Discusses extending invitations; implementing a community resource file; staging exhibits; holding parent conferences, back-to-school nights, career days, and parent-principal interchanges; using school buildings for community functions; recruiting community…

Defines "community development" as the creation of an enlightened, involved, learning citizenry. Concludes that its beneficiaries include participants who learn social and political skills; the community which has its problems solved and troubles ameliorated or diverted; and the facilitating institution, which grows through new alliances and…

The second in a series of three, this article reviews some major educational priorities currently being pursued by development agencies, and examines some of the ambivalent perceptions about agency activities in recipient nations. Improved programs in teacher training in developing countries are recommended. Ten references are listed. (MER)

Studies of the relationship between employment and crime indicate that the stigma of a criminal record and the lack of preprison employment experience affect Black and White ex-offenders differently. Findings suggest racial discrimination and institutional racism are intervening factors in the failure of crime prevention strategies, particularly…

Describes the community-based research project of the Regional Land Ownership Task Force in West Virginia: training of citizen researchers, dissemination of findings, community education, and strategy for radical social change. (SK)

Suggests the need for more emphasis upon popular participation as a means of rural development. Proposes alliances between governments and people's organizations to cooperate in research, education and training, and mobilization. Describes contributions of international organizations toward this goal. (SK)

Discusses the role of the museum as a community resource in humanities education for the public schools. Describes several teacher workshops involving use of the museum to enrich the classroom's current humanities curriculum. (DS)

Describes purpose and activities of a California Task force, Coping with Interdependence Program (CWIP). The program is directed toward getting schools to adopt global education curricula. A 26-item list outlines recommendations of the task force. Plans for community outreach and nationalizing and internationalizing CWIP are presented. (KC)