Outlines features of new-venture, or entrepreneurial, management, and discusses how this type of management complements the oral, interpersonal, and written requirements of a communication class. Presents a detailed unit using this approach in a technical communication class. (SG)

Describes interdisciplinary strategies that develop civic literacy by empowering students as members of a democratic community. Concludes that civic writing, using the research skills of inquiry and advocacy, is a successful catalyst for developing civic community. (MM)

Traces the history of Arthurdale, West Virginia, a homestead community established by the U.S. Department of the Interior's Division of Subsistence Homesteads in 1933. Includes Arthurdale's community projects, activities, and schools. (RW)

Examined is the successful grant proposal by Bush School of Salem, Oregon, in which fifth and sixth graders researched, wrote, edited, and published a book about Chief Quinaby. The project bolstered student self-esteem and made learning come alive through real-life experience. An excerpt from the book is included. (SI)

Use of the library media collection can enhance gifted programing as students learn information-retrieval skills while completing student projects. Especially important areas of the library media collection include current events, literature, and biographical information. (PB)

An introductory science course for majors and nonmajors at Hampshire College promotes inquiry during the first semester at college by developing students' abilities to read primary research literature and construct scientifically answerable questions. Using students' mistrust of science is seen as a positive way to develop independent, critical…

Describes a writing assignment incorporated into the requirements for a production/operations management course. Provides an evaluative procedure for this assignment based on the analytic approach to writing. (MM)

Discusses classroom projects developed jointly by students and teacher in a sixth grade gifted class. Describes projects involving ghost stories, science research, interviewing authors, the local telephone book, and holiday celebrations. (DHP)

The article describes a two-week summer program at the University of South Florida to develop leadership skills in 80 high school and middle school students through development of student products confronting real issues, spending time with community leaders, community action projects, committee work, and simulation games. (DB)

A firsthand account describes a global education project involving a partnership between a British Columbian school and a Guatemalan orphanage. The article provides guidelines for developing similar projects and gives examples of how the project has enriched curricula. (LZ)

The International Education and Resource Network (I*EARN) creates an international classroom in which students work together on global education projects and literary and current events publications. Teacher David Egan describes some of the many activities available to students on the network. (LZ/Author)

Formed in 1989 by former participants wishing to stay connected to Gambia, the Nova Scotia Gambia Association has evolved from a one time development education trip for high school students to a nongovernmental development organization. This article provides five ingredients to their success. (LZ)

Describes a high school English class project that focused on life in various decades and resulted in student projects that included diaries, newspapers, original compositions, and letters. Cooperation between the teacher and librarian is discussed, examples are included, and 16 resources for a time travel project are listed. (LRW)

Describes the integrated package of mathematical assessment (Work projects, Progress activities, Self-regulating elements, and Observation) used with (n=4) secondary school teachers. Teachers focused on three levels of observation: local aims; general aims; and intentions, attitudes, and confidence as evidence of improved classroom environment.…

Effective notetaking in student research consists of three steps: identification of key-word and related words in the researchable questions, skimming and scanning, and extracting needed information. These steps begin after students have defined and narrowed the task, constructed researchable questions, and located appropriate sources. Two…