Offers 10 guidelines for effective community mental health education concerning communication with students, organization of material, group dynamics, teacher responsibility, preparation for classes, flexibility, constructive criticism and encouragement. (WAS)

Guidelines are presented that will enable teachers to help students complete each step in a group project successfully. Guidelines are discussed for selecting the project, setting goals, planning procedures, choosing tasks, finding sources and resources, setting time limits, activity action, project completion, and evaluation. (SR)

Analyzes the new guidelines for enforcement of the Equal Pay Act and their implications for personnel management. Argues that there are key problem areas in the new regulations arising from considerable ambiguity and uncertainty about their interpretation. (SK)

Defines learning disabilities as disorders in one or more of the basic psychological processes involved in understanding or using spoken or written language (listening, thinking, reading, writing, spelling, arithmetic). Presents guidelines which assist parents and teachers in early detection of learning disabilities. (AH)

Discusses 10 rules of thumb for writing educational research reports that are concise and accessible. The principles include writing in terms of people, emphasizing the positive, editing for simplicity, and breaking any of the previously discussed rules when necessary. (HTH)

Suggests that selective recruitment for sociology courses is a necessity if educational objectives are to be met. Just as in organizations, effective recruitment of students for courses requires clear, advance communication of a course's goals and procedures and appropriate mechanisms for withdrawal and reallocation. (Author/KC)

Presents advice to the cooperating teacher. (SJL)

To make meetings more productive, administrators should define each meeting's purpose, use meetings for what groups do best (such as clarifying issues), rewrite agendas to emphasize meetings' goals, avoid regular meetings and meetings for the wrong purposes (like shifting blame), and eliminate unproductive or nonessential groups. (Author/RW)

Described is the method by which one school district developed a successful teacher center in only six months. (KC)

Outlines the major questions which should be considered by an individual purchasing commercially packaged software for use on a personal computer. (JL)

Offers suggestions, gleaned from editors of 14 reading and language arts journals, on how teachers may get their materials published. (FL)

Outlines a high school sculpture project using plaster and a vacuum forming machine. (SJL)

Presents a list of questions about costs and program needs that an educator should consider before purchasing a microcomputer. (SJL)

Performance tips for the jazz ensemble conductor. (SJL)

A set of suggestions the author uses in his graduate/undergraduate writing courses and when acting as a consultant for public and private organizations. (PD)