Describes Denver Public Schools' response to the teacher recruitment dilemma, especially for attracting minority candidates. The Colorado district has formed a cooperative partnership with colleges and universities that identifies potential teachers from the student population. The model's five stages are explained. (MLH)

According to a recent Washington State survey, middle school educators need more than general training in teaching and administration to meet young adolescent students' needs. Respondents desired more knowledge about young adolescents' emotional, social, and intellectual development, and appropriate teaching and discipline techniques. Includes…

Since little is new in discipline theory, principals should take advantage of the information lull to educate or reeducate their staff concerning available classroom management information and skills. Evidence suggests that teachers badly need such training. Includes eight references. (MLH)

Alternative schools for intermediate grade students should be small and located in a separate building, where students and teachers can develop their own sense of identity. Curricula for high risk students require three components: a vocational orientation, interdisciplinary team projects, and a mastery learning/continuous progress approach.…

Describes a structure for designing staff development activities focusing on preventive strategies and positive relationships with all students. Positive discipline is based on optimism, respect, trust, and intentionality--essential ingredients of flourishing teacher-student relationships. Includes eight references. (MLH)

Since the 1990s, truancy has become administrators' most persistent problem. This article examines student absenteeism trends, characteristics of nonattenders, and current attendance policies. While schools can encourage attendance, final responsibility rests with students and parents. Includes four references. (MLH)

Discipline-Based Art Education, introduced by the Getty Center for Education in the Arts in Los Angeles, California, advocates a curriculum based not just on studio experiences (or art production), but also on art history, art criticism, and aesthetics. Problems associated with making art education more academic (or legitimate) are discussed.…

Explains the rationale for including art in the general education curriculum and expanding the studio orientation to include art criticism, art history, and aesthetics. Advocates a balanced, integrated curriculum that resembles artists' ways of confronting, experiencing, and producing art and meets students' multicultural needs. (MLH)

Following the comprehensive, systematic, curriculum-driven Discipline-Based Art Education approach should help erase many problems plaguing secondary level art education. Although developing a DBAE program is time- and energy-consuming, improvements in student motivation, learning, and aesthetic judgment justify these efforts. Includes five…

Although Discipline-Based Art Education may not produce many art historians, this approach will enhance graduates' appreciation of art activities as serving some purpose in their lives. This article discusses British Columbia DBAE models and encourages use of multicultural and folk art examples. Includes three references. (MLH)

Outlines initiatives that principals, superintendents, and boards of education should take to implement and support a Discipline-Based Art Education program. Discusses values and benefits of DBAE, inevitable obstacles to change, and ways to generate support. In these initiatives and activities, the principal is the prime mover. (MLH)

Naturalistic evaluation aims to portray a program holistically, summarizing and interpreting concerns and issues, and presenting consideration beyond the data from respondent and evaluation input. This article shows how this approach was used to evaluate certain Getty Institute Discipline-Based Art Education training programs. (MLH)

To investigate the characteristics, benefits, and problems associated with implementing Discipline-Based Art Education, the author accompanies two hypothetical secondary school principals on a visit to a high school involved in DBAE. The tour highlights state graduation requirements, instructional materials, and student evaluation methods related…

Outlines Connecticut State Department of Education's generic criteria (adapted to art teaching) for effective classroom management, instruction, and assessment. The only certain way for principals to select effective art teachers is to learn enough about art and art education to feel comfortable when reviewing applications and interviewing…

Offers suggestions for making urban communities efficient, attractive, safe, and supportive of education. Advises urban school leaders to set high expectations for students, build less bureaucratic administrative structures, initiate a comprehensive renewal program, and create a support network beyond the school. Includes 10 references. (MLH)