Discriminates between "community architecture" and conventional approaches to architecture. Focuses on community architecture as it relates to the participation of users in their environment, the establishment of partnerships between specialists from different fields, and the evolutionary development of people's environmental needs. (TW)

Recommends publicizing the achievement of nationally accredited child care centers and suggests ways of doing so. Notes that such promotion publicly recognizes staff, advocates quality care for all children, helps to maintain funding sources, aids enrollment, and helps to attract and retain qualified staff. (NH)

Minnesota has adopted legislation that provides some guidance in thinking about how a district or state ought to plan for the use of computers and other advanced technology in schools. Characteristics of the Minnesota plan, teacher training, and implementation problems are among the areas discussed. (JN)

Discusses emergent citizen groups at the local community level: how they operate in disasters, their characteristics at emergency and nonemergency times, other types of emergence, and implications for emergency management. (CT)

Looks at the respective roles of the diocese, parish, and school in creating good fund-raising and development programs. Considers what each has to offer, what each has to gain, and how their efforts can be coordinated. (DMM)

Presents a case study of a health education process--community organization--that deals with an issue of health protection. Provides a description of the community and history of the problem, the nature of the intervention team, the theoretical and conceptual model held by the intervention team, a description of the intervention, and assessment of…

Parent-teacher associations can take advantage of resources offered by many other organizations to develop interesting and educational programs. A listing of several national and local groups to contact for information is given. (DF)

When the parents of school age children have significant relationships with their children's schoolmates, a particularly strong school-community relationship forms. Public schools in the United States are best organized to serve such functional, neighborhood communities, which are rapidly disappearing. School reorganization might renew community…

Parents and community members can work together with schools to enhance educational programs by serving as support persons and decision makers. Suggested approaches for PTA use in involving the community and parents are offered. (DF)

Noting that careful selection of assemblies can result in meaningful programs functioning as supplements to classroom learning and bridges to the community, this article describes one principal's assembly planning considerations and procedures. (MJL)

One hundred ninety-seven volunteers were surveyed to assess community development knowledge and skill gains and community involvement and community building behavior from participation in a Master Gardener program. Though the program was intended to disseminate horticultural information, it was found to have a serendipitous effect on community…

Music In Our Schools Month (March) provides an excellent opportunity for music teachers to reach out beyond the school to new audiences, to people of all ages. For example, teachers can take music groups to retirement homes or ask parents and grandparents to become chorus members or attend rehearsals. (RM)

The operation of a "Walkabout" program at a large urban magnet school is reviewed. After frequent exposure to supervised community experiences in regular humanities courses students may undertake independent, semester-long Walkabout projects, usually career-oriented. (MJL)

Teachers should draw from the resources of their economic, educational, governmental, and religious communities in teaching composition. (DD)

Two examples were given to illustrate the relationship of community education and teacher training. In the first case an educational foundations program was presented and in the second the organizational structure of a secondary methods course was outlined. (Author/RK)