Provides 24 practical suggestions to aid student publications advisers in organizing one-day workshops for journalism students. The suggestions are divided into three sections: preconference planning, day of conference activity, and follow-up activity. (TJ)

Relates personal experiences of a high school newspaper adviser who found that she was out-of-touch with the mainstream of the school; offers suggestions to advisers and staffs who feel that their situation is similar. (GT)

Describes an advisers' class project (at the University of Oklahoma) which consisted of reporting on the casting of a bronze plaque bearing the names of the first school newspaper, "The Students Gazette," and its editor, Samuel M. Fox, for presentation in Philadelphia to commemorate scholastic journalism's Bicentennial. (MB)

Reports the experience of a faculty journalism adviser who was dismissed from his position because of a controversial editorial that appeared in the high school newspaper. (RL)

Suggestions to junior high school journalism teachers and advisers for revising the journalism curriculum, teaching the course, and advising the publications staff. (RL)

Provides and discusses the use of an instrument for evaluating the legibility of any publication. (TO)

Discusses the history of the high school press associations, both national and regional, through the past 50 years. (TO)

Categorizes the typical, expected, or stereotypical attributes of "slow learner,""average," and "gifted" journalism faculty advisers. (RL)

Reports findings of a study of the practices used by 12 award-winning high school newspaper staffs in publishing their newspapers. (GT)

Suggests that faculty advisers to student literary magazines attend to three areas (fiction content, feature materials, and page layout) to ensure a more balanced and successful student publication. (RL)

A journalism adviser with no formal background in journalism education analyzes his successes and proposes a new approach to scholastic journalism--separate publications (newspaper, magazine, yearbook) with a common staff and the sharing of resources. (RL)

Points out the dilemma facing principals who try to encourage freedom of expression in student publications while insisting on responsible journalistic practices; notes the importance of appointing well-prepared, mature advisers who will teach students how to write. (GT)