Relates several art activities that can be used as learning experiences to enhance the goals of the social studies and the arts. Stresses that art and architecture can be used to enrich the social studies program as they serve as evidence of the subject being discussed. Directions for two activities are included. (LS)

Describes various events and activities during Pine City, Minnesota's, "I Love to Read Month," which focused on a "Reading Railroad" theme. Lists 12 stories and 16 poems about trains that were used for oral presentations. (MM)

Examines reasons for dissatisfaction with the limitations of single-discipline approaches to engineering education. Considers the development of a systems-based interdisciplinary course. Provides an example at the University of Bradford. (YP)

Describes the development of systems thinking and the form taken in the study of work and organizations. Discusses some criticisms from social scientists. Explores the relationship among systems, interdisciplinarity, and engineering education. (Author/YP)

Discusses the necessity of interdisciplinary and systems approaches in engineering education for analyzing complex issues. Presents several recent problems. (YP)

Recommends systems subjects as part of college curricula for providing students with broader skills and with background that does not become outdated. Topics included are requirements of a basic examination, cooperation with other professionals, and examples of systems technologies and interdisciplinary research. (Author/YP)

Argues that systems thinking can be developed by experiential learning activities which complement both intradisciplinary projects and technical knowledge inputs. Discusses the development of systems thinking, the form of engineering curricula, and assessment. (Author/YP)

Presents comprehensive consultation model for promoting family and community involvement in the education process of minority youth, highlighted by cooperative effort between school counselor and school psychologist. Examines three areas of community awareness, family consultation, and paraprofessional development. (NB)

The paucity of citations of Torsten Husen writings is an example of cultural ethnocentrism and academic imperialism in U.S. educational and psychological research. Cross-cultural perspectives, interdisciplinary analyses, and global learning are proposed as methods of overcoming the methodological parochialism, overspecialization, and international…

Following 2 years of planning with community members, local university staff, district administrators, teachers, and parents, the Wichita (Kansas) Public Schools Board of Education drafted, approved, and funded a state-of-the-art middle-school conceptual model that was implemented in fall 1989. The pilot project process promoted teacher and…

This article describes development of a four-year preparation program for educational interpreters leading to a Bachelor of Science degree at the University of North Carolina (Greensboro). The interdisciplinary model outlined follows the curriculum recommendations of the Council on Education of the Deaf/Registry of Interpreters for the Deaf Ad Hoc…

This position statement was developed by members of the National Council of State Supervisors of Foreign Languages to assist school districts as they develop middle school foreign language programs. (JL)

A residential ninth-grade program in the Australian bush strives to develop initiative, personal integrity, respect for nature, leadership, self-esteem, and sense of community by combining academic study with a strong outdoor education program, replacing competitive sports with cooperative activities, requiring students to be responsible for…

In the new order of academic worlds, marked by multiculturalism, postmodernism, and the interdiscipline of cultural studies, American Indian studies offers an alternative to Eurocentric domination of 21st-century scholarship if, and only if, it does not become encircled by the benevolent imperialism of neocolonial versions of multiculturalism.…

Describes a project where students build a motorized car that can perform well in two distinctly different competitions: traveling 20 meters in the shortest time and pulling a 500-gram mass the farthest distance in 20 seconds. Enables students to apply physics principles to a real problem and to discover the importance of teamwork on large…