Pitfalls presented in this guide to introducing microcomputers into school curricula include treating the change as magic, rushing to gain publicity, and changing by administrative fiat. Steps outlined to avoid such pitfalls include developing board policy and administrative procedures, acting on committee recommendations, and establishing a…

Because past educational reform movements were stimulated by events not directly related to schools, the movements' leaders have lacked dependable information about schools' actual effectiveness. This article faults past commissions for their omissions and impractical solutions. Real school improvement happens when school staff and parents…

Describes a 1981-82 pilot project in the use of computers in grades one through eight by six schools in two suburban Washington, DC, school districts. Despite "the many obstacles and barriers to computer literacy," three of the six schools made "amazing progress." (JBM)

Although successful dropout assistance programs depend on effective implementation, casework, and long-term followup activities, the literature only occasionally addresses these practices. This article reviews data collection problems, major risk factors, reforms aimed at actual and potential dropouts, and alternative school programs. Second…

Criticizes the Holmes Group Report for the incompleteness of its recommendations in the following areas: (1) redesigning the undergraduate liberal arts curriculum, (2) eliminating undergraduate field experience, and (3) endorsing the concept of a differentiated staff composed of instructors, professional teachers, and career professionals.…

Criticizes, for programmatic and political reasons, two main recommendations of the Holmes Group report: (1) to transfer professional studies from the undergraduate level to the graduate level and (2) to deny undergraduate students the opportunity to major in education. Gives reasons why the Holmes proposals would not work in Indiana. (IW)

Responding to a critique of their earlier article, authors Levin and Meister, joined by Glass, attempt to clarify some of the issues and to correct implicit misunderstandings in the critique, while detailing the application of cost-effectiveness to educational interventions. Twenty footnotes are appended. (IW)

Describes and praises ways in which the Holmes Group report, committed to redesigning the education of teachers, goes beyond prior movements to reform teacher education. Urges the active cooperation of universities, granting agencies, politicians, faculties, teachers, and others in supporting and accomplishing the required changes. (IW)