Offers concrete suggestions for publicizing the "good work" of two-year colleges. (RS)

Three possible motivators for college teachers (individual economic interest, academic virtue, and academic honor) suggest mechanisms that can be used to improve performance. Policies need to address all three motivators; economic levers alone may undermine alternative ways of supporting good work. (MSE)

Discusses what it means to work in and chair an English department in a University of Excellence. Clarifies what a university dedicated to excellence means in his experience. Suggests that the effort to show excellence is fundamentally about making an account, a narrative that inspires public credulity. (SG)

Adult educators must establish an emotionally safe learning environment for students to constructively address their fears and empower them to risk change. An atmosphere of mutual respect is the key to adult learning, and teachers can use a variety of attitudes and techniques to create an atmosphere of respect. (MSE)

The author states that schools have public relations whether they want them or not. He presents a practical ten-point checklist for unPR, a method for undoing or reversing or averting bad public relations. (KC)

A study investigated pharmacy students' attitudes and awareness of graduate education in pharmacy and the effects of a videotape on intentions, attitudes, and awareness levels. Differential effects on males and females and on first- and third-year students are discussed and related recruitment activities are suggested. (Author/MSE)

The author believes that schools must communicate with the non-parents in the community, as well as with parents, staff, and students. She presents over 60 practical communication programs and activities that work. (KC)

Examines foreign attitudes toward Chinese learning methods in the light of a course taught in China. Argues that there are a number of historical, psychological, and pedagogical reasons for the Chinese learning methods and that these methods are not necessarily unworkable alongside modern English-as-a-foreign-language teaching methods. (SED)

Argues that many of the agents of transmission of persuasive communication to the classroom (i.e., public relations and advertising educators) are not as well prepared for the task as might be thought. Considers how curricular integration in advertising and public relations makes good economic sense, but to also make good educational sense it…

Based upon the idea that the only hope for substantial curricular reform and for adoption of reflective inquiry in American schools is for teachers to redefine the basic pedagogical concepts that they have inherited, this book discusses how to teach students to reflect upon what they learn in school. The three major sections of the book discuss:…

School systems' attempts to obtain and maintain positive attitudes and strong support from the public are more likely to be successful if the 10 concepts discussed in this address are understood and followed. These concepts include making sure everyone involved knows the schools' strengths, problems, and plans for solving problems; constantly…

The aim of this book is to provide a source for teachers and other professionals working with children and adults with learning difficulties and disabilities that will enable them to: (1) access selected recent and relevant research in the field of learning difficulties, drawn from a range of disciplines and groups of people; (2) reflect on…

In this theme issue, "Building Public Confidence in Education," the author makes a case for the need to build public confidence in the schools by analyzing the reasons for lack of confidence. He concludes that the "secret" to building public confidence consists of meeting public expectations. (KC)

Introduces a new column on environmental education and discusses the importance of such education at the early childhood level. Presents an overview of an approach to environmental education that is designed to foster positive attitudes and values about the world of nature and a sense of responsibility toward the natural environment. (MDM)

Discusses techniques teachers can use to have students evaluate their own learning. In primary grades, students can make wall charts and lists of things they have learned, whereas students in the upper elementary grades can keep learning journals. (MDM)