For educational reform to succeed, the nature of teachers' jobs must be reconceptualized. A balance must be restored between art and technique in teaching. Includes references. (MD)

Reviews current practices in middle schools. Includes a listing of 24 practices used in effective middle schools extrapolated from a survey of literature on effective schools. (MD)

Offers suggestions, procedures, and hints for new teachers to use as a help when first entering the classroom. Lists five critical factors in school success: aptitude, quality of instruction, ability to understand instructor, perseverance, and time allowed for learning. (MD)

Outlines areas for principals to cover in developing new teacher orientation programs. These include overview of the school and community, policies and procedures, benefits, compensation, and physical facilities. (MD)

Public leadership and public opinion have opened the door for school-business partnerships. Several successful programs are described. The private sector is anxious to help educators develop more effective schools. (MD)

Outlines two legal cases involving letters of reprimand written by administrators and put in teachers' files. Shows how in these cases the letters did not constitute defamation or a violation of First or Fourteenth Amendment rights. (MD)

Describes a rural Washington State program called Project REACH that developed an effective curriculum for teaching racial and ethnic tolerance. (MD)

Outlines the recordkeeping system at Great Valley School in Pennsylvania that helps students become more responsible. (MD)

Describes AfterMath, an afterschool program that provides a reliable nonthreatening, readily available source of help to all math students. (MD)

The three most important factors limiting successful adoption of curriculum materials are identified: (1) teachers are not risk takers, (2) programs lack funding to be properly implemented, and (3) no provisions are made for "aftercare." Includes discussion and a table listing problems in curriculum development. (MD)

Dicusses Modesto City (California) Schools' successful planning process for integrating a computer education program into the curriculum. Planning focused on six basic questions the district asks about any curriculum area reviewed. Generic skills needed for decision-making and other academic and occupational pursuits were targeted. (MLH)

Broken Arrow Public Schools (Oklahoma) planned and implemented a successful computer education program for students at elementary, middle, and high school levels within a modest budget. After resolving four basic questions concerning goals, integration, responsibility, and implementation, the district developed overlapping programs in computer…

Answers teachers' hypothetical objections to computers in the classroom, especially their concerns about programing skills, time limitations, software, suitability, and proper usage. Compares future societal impact of computers to that of earlier technological advances like automobiles, telephones, and mass communication systems. (MLH)

Chaska High School (Minnesota) established a firm district policy to prevent unauthorized, illegal duplication of computer software by teachers and students. The policy's success depends on an ethics re-education program for users, increased funding for software, and a preview library for teachers. (MLH)

Dicusses three education "anchors" weighing students down: adherence to print, overreliance on facts, and one-way transmission of information. Appropriate computer software can enliven a boring classroom by streamlining repetitive tasks (like revising and editing) and encouraging interactive construction of ideas. (MLH)