Historically, the consolidation of school districts has brought with it many promises and perils. In this paper, the author links curriculum and community involvement within the consolidation context.

Four administrators, representing three institutions, report on the growth and development of communication departments on their campuses. (PD)

Curriculum design model provides a conceptual basis for ongoing planning and appraisal of the school system by members of the community. (JOW)

Being more than managers, school leaders can advance the profession by initiating a comprehensive curriculum development process that examines the future to determine needed skills and knowledge, redefines what constitutes an educated person and good teaching, creates a mission statement, and considers the need for structural or organizational…

This essay is an attempt to continue the reflective element that was a part of a dissertation based on a study of the development of a culturally relevant curriculum in a tribal school. As a reflective retrospection on the anthropological research methodology, it examines the intersection of academic research traditions, the traditions of the…

Describes purpose and activities of a California Task force, Coping with Interdependence Program (CWIP). The program is directed toward getting schools to adopt global education curricula. A 26-item list outlines recommendations of the task force. Plans for community outreach and nationalizing and internationalizing CWIP are presented. (KC)

The author suggests that schools facing the challenge of declining enrollment and reduced budgets should seek community and student input on educational priorities and should review their programs to find more flexible options. (SJL)

This discussion of the development of the Oklahoma Community Youth Effort curriculum guide includes information on problem solving, issue identification, public and community issues, decision making, action plans, proposal writing, and information addressing adolescent concerns. (JOW)

Building a multicultural environment requires involvement in the development of all individuals, creation of an appropriate curriculum, and provisions for self-growth and experiences for staff, students, and the community. (SK)

Includes "Teaching Agriculture and the Environment" (Bruening); "Zoos Are a Natural Place to Learn" (Wimer); "Responsible Environmental Teaching in a Threatened Community" (Nelson); "Community-Based Curriculum Development" (Rilla, Ponzio); "Agricultural Education and Environmental Education"…

Many changes in job training and distance education have had a negative effect on the traditional oral communication class, while the need for better oral communication skills is increasing dramatically. Instructors now face the challenge of convincing administrators that the need for oral communication education is too important to be eliminated…

Reviews the relationship between higher education and the community, proposing an alternative mission for urban community colleges. Recommends the training and involvement of community professionals as linkage agents, independent contractors/enablers, community consultants, change agents, and adult educators. Outlines problem areas in rapidly…

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)

Ten recommendations are discussed for implementing comprehensive arts education and integrated arts-in-education programs in Connecticut's public schools. The recommendations are as follows: (1) Connecticut students should receive arts instruction that ensures an understanding in all of the arts; (2) Connecticut school districts should provide…

Examines factors that have led to diminishing ethnic studies programs in schools. Suggests that multicultural education programs should emphasize teacher inputs; be available to all students in all grade levels; utilize local resources and be adapted to local conditions; and provide adequate inservice teacher education. (Author/MJL)