Contends that the key to success in the area of professional administrator-adviser relations is two-fold: continual education and open lines of communication. Describes the author's experience as both an administrator and journalism adviser. Provides examples of the challenges provided by this dual role. (PM)

Discusses rescheduling and restructuring underway in secondary schools across the United States. Discusses five different approaches to alternative scheduling, focusing on two different types of the block schedule--a four-block or an eight-block style. Focuses on the effect of each on journalism classes. Discusses accommodations that need to be…

Offers a brief overview of the process undertaken by one school district in Missouri to explore and then implement a schedule change (in particular a block program)--a process involving parents, teachers, administrators, school board members, and students. (SR)

Discusses several aspects of the activity/seminar/contact block (often a component of the eight-block school scheduling pattern): its various purposes; how students move about; labs; scheduling activities that involve many students; and which block of the day is best suited for journalism classes. (SR)

Outlines the rational for restructuring at one Missouri high school that went to the eight-block/seven-period plan. Presents weekly block time schedules from three different high schools in Missouri, Arizona, and Kansas. (SR)

Emphasizes that strong communication skills and daily communication with teachers, staff, students, school board members, and the public are necessary for principals to survive. Suggests that principals need not be publications censors since they support the right of students to learn and to practice communication in classes, in co-curricular…

Describes a nonfiction literature unit offered in journalism and lists suggested titles. (AEA)

Describes a program established by the National Federation of Press Women (NFPW) in which high school journalists spend a day on the job with organization members. (AEA)

Describes "outcome based education" (in which school courses are organized around general learner outcomes which all students must demonstrate before graduation) and how it applies to journalism instruction. (SR)

Argues that school districts may need to use a different time frame to accommodate the varied time requirements of the more flexible outcome-based education. Discusses three "alternate" scheduling methods currently in use and how they affect the teaching of journalism. (SR)

Recommends journalistic notes be taken carefully in a Reporter's Notebook, organized, catalogued, and dated. (RS)

Describes a communication exercise to be done with a class or a group, which shows how information changes as it passes from person to person. (SR)