A Maryland high school has developed a formal program of school/business partnerships, with W.R. Grace Company cast in the starring role. Success depends on creating a professional position to supervise and promote school-business partnerships; providing employee training to delineate partners' roles, responsibilities, and expectations; and…

Outlines a three-step process to justify the existence of the guidance program, including writing a job description, logging daily duties, and evaluating the program. (Author/WD)

Description and explanation are frequently given precedence over validation when evaluating distance-learning technologies. Evaluation criteria can be categorized into technical, instructional, organizational, and ethical components. Descriptive and explanatory methods include participant observation, interviews, focus groups, document review,…

States that the role of the Federal Communications Commission should be to provide direction and encouragement for the television networks to adopt self-regulatory reforms, rather than to provide strict regulation itself. The "family viewing" plan is a result of the networks' attempts at self-regulation. (Editor/RK)

In response to the serious educational challenges posed by the information age, the American Association of School Librarians and the Association for Educational Communication and Technology developed some 1988 guidelines describing a cooperative, partnership approach among administrators, school library media specialists, and teachers.…

As Mississippi's experience shows, there are five necessary stages for staff development: preplanning (forming a committee), planning, implementation, evaluation, and maintenance. This article examines each phase, provides checklists, and highlights the principal's responsibility during each phase. (eight references) (MLH)

An evaluation of the 4 X 4 block schedule used in three North Carolina high schools elicited strong support from teachers, students, and parents. Schools planning to implement this model should review D. G. Hackman's guidelines covering faculty input, feedback procedures, training opportunities, teacher fatigue, holidays, classroom monitoring,…

In attempting to answer the question posed in the title, this author offers an overview of the goals of arts programs and some general guidelines for administrators to follow in evaluating those programs. (Author/JM)