Three dimensions of the relationship between children and their communities that have been identified are (1) children's sense of community as it develops from infancy through middle childhood, (2) characteristics of a competent community, and (3) the interaction between children's developmental growth and community resources. Children's sense of…

Educational researchers have neglected the need to involve public interest and support of educational research. Researchers must begin to deal with the real problems of education if they are to receive public support. This responsibility would include need assessment, information search, model building, research based on theory, and evaluation of…

Discusses the moral nature of the AIDS crisis, finding it to be an occasion for moral responsibility. Examines three moral characteristics of a fidelity-tempered ethic which can serve society as the crisis continues. States that restoration of faithfulness is the best hope for "enduring and overcoming" the crisis. (GEA)

Creativity is the result of educator's accountability for learning outcomes rather than teaching processes. (MM)

The Peterborough, New Hampshire Public Library closed during after school hours to dramatize the need for a more suitable place for young people to meet. The result was a temporary, then permanent, recreation center supported by the town. (JS)

Community priorities to create a better quality of life for children are outlined. (NH)

Describes community based, voluntary neighborhood revitalization projects in New York and Philadelphia. Discusses the effects of Reagan Administration cutbacks and seeming indifference to such projects which appears to be contradictory to the Republican party platform of 1980 pledging aid for self-helping and cooperative community efforts to…

The Educational Testing Service must take on more responsibility for preparing students to take tests and to better understand the legal and social aspects of testing. (Author/AL)

Describes three trends--downsizing, reduction of government funding, and shift of decision making from federal to state and state to local agencies. Suggests that community response to these trends requires leadership, a role for adult educators. (SK)

Argues that, because the resources of most contemporary nuclear families for monitoring and providing alternative incentives are not sufficient to compete with the positive contingencies associated with substance use, communities must support parent's efforts by supplementing them. (LKS)

Discusses the formation of communities of electronic learners through computer networks. Topics addressed include differences from face-to-face communication; the rapid evolution of electronic communities; and rights and responsibilities of electronic communities as outlined in the Bill of Rights and Responsibilities for Electronic Learners. (LRW)

Presents some examples of how reading education and the community can come together. Divides the presentation into two types of community involvement: bringing the community into the schools and integrating classrooms into the community. (MG)

The former United States Attorney General articulated her vision of how our communities can act in creative ways to choose prevention instead of prisons for our troubled children and youth at the Spirit of Crazy Horse Award Ceremony held July 1, 2001, in Custer, South Dakota. (Author)

Calls for coordination of existing community structures in combination with the creation of broad-based public support as ways of providing needed child abuse services efficiently, effectively and compassionately. (ED)