Explores the role of experience in educational change in a roundtable discussion with S. Nicolau, D. Davies, and D. Moore. A common thread is the vision of the school as a center of community life and a community of learners that includes students, parents, and teachers. (SLD)

After previous reform attempts failed, the radical restructuring of the Chicago (Illinois) Public Schools in 1988 has brought empowered principals, councils for shared power, and increased minority involvement in school governance. However, many participants cite various problems. Never the less, the reform effort has brought the Chicago community…

Presents profiles of the Parent-Teacher Action Research projects of seven schools in the national reform network, the League of Schools Reaching Out, and one in Spain. Each school is carrying out a family and community involvement project, and each has an action research team to collect information on program effects. (SLD)

Describes a cross-national action research project involving 8 schools in the United States and 11 schools in 5 other countries studying family-community-school partnerships and the policies or political contexts that shape, and are shaped by, them. Early results suggest the usefulness of action research in emerging dialog. (SLD)

Describes the New American Schools effort of the New American Schools Development Corporation, a private corporation underwriting development of new educational institutions and the dissemination of innovative ideas. A random sampling of ideas from competing design teams highlights nine program proposals. (SLD)

Daniel Webster Accelerated School in San Francisco (California) is one of two schools adopting the process of school change developed by H. M. Levin. An interview with Levin explains his philosophy of accelerated schools characterized by (1) unity of purpose; (2) school site responsibility; and (3) building on strengths. (SLD)