Examines the current status of school-community cooperation in the character building and socialization of youth, and makes suggestions for improvement. (JB)

Discusses the role of universities in achieving the kind of world we want. Suggests that for the university to be a viable agent for change, it must be a university of involvement, dedicated to community service, and to seeking wisdom and not knowledge alone. (LC)

Describes a bilingual, bicultural curriculum in a reservation school, courses on Navajo culture, English and Navajo reading programs; and opportunities for parent participation. (DR)

A review of a report prepared under a Carnegie grant to the National Indian Youth Council. Reprinted from "Carnegie Quarterly v17 n2 Spr 1969. (SW)

Observing and tutoring, teaching, assisting a home-school coordinator, and working in a social agency are four methods for firsthand involvement with the problems of inner-city schools. Ten possible changes in business teacher education programs are presented and discussed. (CH)

Presents a 15-year longitudinal case study of the placement of local citizens on the accreditation visiting team for Versailles High School. Examines responses to surveys conducted in 1976, 1979, and 1980 regarding the perceptions of visitation team members with respect to citizen involvement. (AYC)

Alternative schools enhance teacher, parent, and student involvement in programs, but face problems such as: (1) homogeneous student populations; (2) forced early specialization; (3) competitive recruitment; (4) struggles for program control; (5) too many goals; (6) evaluation; and (7) the need for truly innovative strategies. (Author/MJL)

Pamphlets, bibliographies, resource collections, newsletters, visual displays, and limited telephone hotlines are examples of outreach approaches to inform the community about gifted education. (CL)

Discusses the theoretical orientation of Alinsky's community organization strategies, which recognize the fragmented, partial, and multiple levels of community social structure; that communitywide identification is a conscious response to perceived adversaries; and that the task of community organization is to represent the community in…

Steps in establishing a community-supported foster group home are described. Efforts to begin the group home, now in its fifth year of existence, included community education, community organization, and work with individual community members. (Author/DB)

Provides insight into a general education approach that encourages full community participation in education. Discusses the historical role of festivals and play in cultural transmission, general education, and community definition. Describes Ohio State University's Renaissance Festival and the community's involvement in making the festival an…

This paper proposes bargaining as a useful conflict resolution skill for community developers. Key bargaining concepts and practice principles from the fields of international conflict resolution, the social action model of community organization, and political science are discussed. (Author/CT)