Describes the energy conservation program devised by the Houston, Texas, Independent School District. Explains steps taken to involve students, teachers, staff members, and administrators in the program. (FL)

A junior high reading teacher explains how she got teachers and students involved in a daily school-wide reading period. (SJL)

A program was developed in the Norwalk, Connecticut schools to smooth student transition between elementary, intermediate, and high schools. It includes spring orientation activities and staggered opening of school in September to give each new class full staff attention on the first day of school. (SJL)

Suggests conditions or safeguards advanced with the belief that conforming to them will enhance the beneficial aspects of junior high interscholastic athletic competition and act to minimize undesirable practices. (Author/RK)

Discusses eight key elements that should be included in programs (in school districts along the United States-Mexico border) designed to boost immigrant parents' participation and involvement in their children's education. (SR)

The Instituto Fenix, a language learning school in Cuernavaca, Mexico, features oral language learning and a creative teaching technique to help language students to learn Spanish both effectively and quickly. (RK)

Describes the introduction of microcomputers into a junior high school and the responses of students and teachers. (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)

Based on experiences in Dallas, Boston, and Minneapolis, guidelines are given for local school-business partnerships, including objectives, forms of cooperation, and partnership activities. In this last area, internships, magnet and specialty school programs in the above-mentioned cities are described. (SJL)

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