A list of ten "Desirable Teaching Behaviors" has been developed to effectively guide the actions of parents and teachers alike in the home education of children. (MB)

This article looks at the kinds of activities school advisory committees can and have engaged in, the type of support they need in order to become effective, and some ways of evaluating their effectiveness. (MB)

This article offers specific methods that could be used for recruiting, training, and evaluating classroom volunteers in school volunteer programs. (MB)

This paper examines (1) the problems of program design and implementation in relation to evaluation design, the confusion between research and evaluation design, and the overemphasis on quantitative data; (2) clarifies misconceptions about these problems and the evaluation process; and (3) suggests ways of avoiding these problems in the future.…

The Home and School Institute operates to develop specific, easy, low cost, practical ways to share educational accountability between home and school, and to develop ways in which schools can enhance school-community interaction. (MB)

The Home-School Partnership Model for Follow Through is designed to reduce the alienation of parents from the institutional education of their children by establishing positive attitudes toward home-school partnership on the part of parents and teachers and by involving the parents in an active, realistic, and supportive role. (MB)

The Head Start Continuation Learning Project involves parents in the public school system as Assistant Teachers, engaging them in both continuing learning and teaching through projects addressing their own needs before asking them to contribute to the achievement of goals that are external. (MB)

Using public school facilities for the care and education of children under the age of five involves major rethinking of the concepts of education in general, the relationship of school and family, educational coordination, and the concept of compulsory education. (MB)

In order to comply with law, many states are developing special education programs. These programs often do not recognize the individuality of the child and fail to take into account that the school's inability to cope with a handicapped child is often a factor contributing to the learning disability. (HMD)

Law and litigation are clearly on the side of those who wish to provide a free, public, and appropriate education to handicapped children. (HMD)

Much of the mainstreaming literature tends to obscure critical ethnic characteristics of the children to be mainstreamed. The classroom teacher and the curriculum represent the major components of the classroom environment; either or both can play a large part in determining the potential success of the educationally deprived child. (HMD)

The purpose of this article is to convince the reader to reject the use of categorical labels with students and to accept the concept of mainstreaming special education in the schools. (Author)