Examines how the city of Phoenix's school-based collaborative model to link students and families to services provides an effective way to deliver services. The partnership assists the schools in addressing multiple barriers that prevent children from achieving, while at the same time offers the setting in which to provide child-centered services…

Article discusses the After-School Girl's Leadership Program in Seattle designed to foster positive development in girls. Their ideas and concerns are at the center of the curriculum, and they are able to experience the power of positive peer support. The program empowers them to address the environmental concerns that impede development.…

Presents five guidelines for school social workers to be used for planning interventions with children and adolescents diagnosed with conduct disorders. These guidelines are based on a synthesis of child development research and suggest that attention to the biological makeup of students as well as the design of multimodal and multisystemic…

Fifty-five schools implemented substance abuse prevention programs, some received additional support from an outside innovator. Findings are interpreted from an ecological systems approach and in relationship to development and environment factors. Theoretical and programmatic implications are discussed, and recommendations for school social…

Describes the efforts of a broad-based, nonprofit community development organization to engage local youth as resources in revitalizing a mill town's main street. Model and approaches to strengths-based practice with youth are discussed. The roles of local schools as well as education and social services professionals are explored. (Author/MKA)

Discusses the Home, Education, Readiness, and Opportunity (HERO) program developed in 1993 to address the educational needs faced by homeless school-age children. This article argues that educational services must be accompanied by psychological supports and that these are best served by school social workers. (Author/MKA)

Reviews the trends in the types of research published in "Theory and Research in Social Education" over the past 25 years. Notes balances between research and theoretical articles, quantitative and qualitative research, and refereed and nonrefereed materials. Points out areas of increasing and decreasing interest to education research. (DSK)

Praises Ann V. Angell's efforts to document her experiments with student democracy in the classroom but critiques the experiment as having a limited view of democracy. Provides a rationale for a broader view of democracy in the classroom and provides examples from the authors' teaching experiences. (DSK)

Responds to comments by David Hursh and Aggie Seneway on the author's classroom experiments with student democracy. Clarifies points from her initial article to answer questions by the commentators. Finds agreement with them on most points, except for the necessity of parliamentary debate as a fundamental element of democracy. (DSK)

Debates points raised by S. G. Grant and Kathryn Tzetzo in their critique of the authors'"Handbook on Teaching Social Education," particularly claims that the book gives mixed messages to teachers regarding content, teaching methods, and the definition of issues-centered education, and that it leaves related questions unanswered. (DSK)

Relates questions that the authors' asked when reviewing Ronald Evans and David Saxe's "Handbook on Teaching Social Education." Extends points from the original review: (1) the "Handbook" sends mixed messages about the nature of issues-centered teaching; and (2) it leaves unanswered questions concerning the relationship between research and…

Reviews the practical results of research published in 25 years of "Theory and Research in Social Education." Argues that it has had little impact on learning and teaching the social studies. Points to weaknesses in efforts to validate many ideas in social-studies research and suggests means to redress them. (DSK)

Discusses a report, "Different Drummers: How Teachers of Teachers View Public Education," on how education professors view public education. Argues that the report may have been biased by the political attitudes of its sponsoring organization. Examines how this could have produced the "professor bashing" that the researcher finds in the report.…

Describes an experiment with class meetings, designed to offer students practice in the democratic process, in a mixed-age, upper elementary, Montessori classroom. Finds that the group setting allowed students to address goals for classroom conduct and to learn ethics by example. Notes problems with tolerance for minority positions within the…

Explores how social-studies student teachers think about and write about history through an examination of their historical thinking, use of sources, and writing. Focuses on constructing historical accounts from multiple sources. Discusses common patterns in thinking and writing. Suggests way to improve student teachers' engagement with historical…