This study analyses how community resources are integrated into four areas of the Australian Curriculum: Languages (Chinese), The Arts (Visual Arts), Sciences, and Humanities and Social Sciences (Economics and Business). It examines four case studies to compare the use of rural resources and local partnerships in achieving educational goals and…

There is little sign that current attempts to close the "attainment gap" are working. This article argues for a different approach to addressing the "gap," based on a community asset approach. The authors describe ongoing work on community curriculum making in North-East England, in which schools undertake projects using…

Establishing relevant applications for the science curriculum can be a challenge. However, the key that opens science for students is within a teacher's grasp: It is as simple as bringing science connections into his or her classroom through community resources and taking the students to the science that is available. The author encourages…

Sustaining and strengthening tribal cultures, languages and traditions is at the core of every tribal college's mission statement. To help attain these goals, many colleges use one of Indian Country's greatest assets--its elders. Traditionally, elders hold a place of honor in American Indian society. Without cultural input from elders,…

A coordinated home and school planning process via a transdisciplinary model is designed to serve severely/profoundly handicapped students in functional curriculum areas. Planning begins with identification of needs, constraints, and resources, and formulation of student objectives. (CL)

Rural rejuvenation projects in 1930s West Virginia and Kentucky and the 1970s Parkway Project in Philadelphia provide lessons for community education about using rich community resources. Community participation develops ownership, school learning reinforces real-world experiences, and community involvement can create catalysts for change. (SK)

Provides guidelines for developing an inexpensive television production curriculum using community access cable television. (CMV)

This article offers ideas for using the local community to support instruction in history. Suggestions range from using a variety of local library resources to field trips and oral histories. (JDH)

A model performing arts program (The Arts from the Inside Out) for gifted and talented elementary students at the Robert Blair Pollock Elementary School in Philadelphia (PA), provides children with first-hand backstage experience with opera, music, dance, drama, filmmaking, and architecture. (CL)

Explains how community legal resource persons (police officers, lawyers, law students, court employees, legislators, etc.) can contribute to high school students' understanding of the legal system. Suggestions include that the resource person's visit relate to material the class is studying and that the teacher and resource person communicate…

Presents a rationale for introducing multiethnic studies into elementary and secondary social studies classrooms and explains how community resources can help students understand themselves and others. Learning activities based on the televised version of Alex Haley's "Roots" are suggested. (Author/DB)

Drastic changes in and elimination of park, recreation, and leisure services curricula have occurred in higher education. Practitioners and educators can help promote the future of campus and community programs. The paper explains how to create the necessary image to keep such programs workable, noting important keys to program success. (SM)

This article, which was inspired by results obtained from the use of neighborhood resources as an integral part of children's school learning experiences, presents an approach to social studies for preschool and primary children. (RH)

Successful provision for the curriculum needs of students in small schools in the 1980s requires design, planning, hard work, and commitment, as well as administrative leadership, involvement of the board of education, staff participation, resources outside the district, and inservice activities. (SB)

Presents six position statements for developing a multicultural arts curriculum. Suggests strategies for implementing curricula and resources for gathering community information. Provides examples of implementation, including a sample interview to use with artists and sample questions to ask students when analyzing works of art. (KM)