This article is based on a year-long study which centered on actual practices of individualization of instruction. Along with the various program thrusts identified in the study, factors which tend to facilitate or inhibit individualization are also revealed. (Editor)

Discusses four reasons why mainstreaming has made slow progress. (FL)

Proposes the use of an adaptive inservice model, which describes the mechanisms by which educational change and professional growth occur. Argues that to implement effective inservice programs based on the adaptive model, the program must be systematic, long-term, and guided by a common set of goals and expectations. (FL)

Argues that, when using computers, teachers should look for ways to make positive student interaction an integral part of the activity. (FL)

Outlines a writing-across-the-curriculum program for high schools. Discusses the role of content area teachers in such a program. (FL)

Defines inservice, provides criteria for planning and conducting successful inservice programs, discusses its critical elements, and examines the roles of the administrator and the teacher in successful programs. (FL)

Describes the efforts of the staff of one urban high school in Mississippi to develop and implement a school improvement program based on a school effectiveness model. (FL)

This paper suggests ways that educators can learn about family needs, assess readiness for family-school cooperation, explore community resources, and activate an effective family-school relationship. Examples of family-school-community programs are provided. (SJL)

Provides a developmental chronicle of how a middle school administrator developed, introduced, and maintained a "walking advisement" program at his school. (FL)