Synthesizes first comprehensive national effort to derive empirical data base for establishing rural education research priorities. Reports rating of 46 research questions prioritized into 13 themes by 461 rural education researchers/practitioners. Presents rank ordered themes including rural school effectiveness, governance/finance, staff…

Examines the role of the principal in fostering a multicultural school climate that attends to both the psychological and learning needs of minority students. Concludes that successful principals function as role models for encouraging positive teacher student relationships. (FMW)

The author defines her terms of goodness and empowerment in a context of studying school environments. "Good" schools are then described, the settings in which the field work was conducted are given and the methods of student and teacher empowerment at six good high schools are discussed. (JL)

Identifies characteristics shared by effective community colleges regardless of size and location; e.g., a strong sense of purpose, explicit goals and systematic planning, understanding of the local community, a student-centered philosophy, links between resource allocation and goals, emphasis on human resource development and renewal, ongoing…

Collaborative educational programs which are succeeding in the Bronx are described. The results have been achieved as corporations, universities, cultural institutions, and health-care facilities have shared their resources with the students. The dropout rate has dropped and the students' aspirations have increased as the schools have begun to…

School social workers aid the process of parental involvement with the schools. Parents need services from social workers so their relations with the school will have positive influences on the child's learning. The social and academic adjustment of high risk children depends on this essential link. (VM)

Bibliography of recent reports and articles selected by the Massachusetts Advocacy Center to highlight the relationship between school policies and practices and early school leaving. Selections reflect the belief that schools can change their practices to reduce dropout rate and, with remediation, improve the education of all students. (Author/PS)

Argues that effective principals are expected to be effective instructional leaders, that is, they must know something about curriculum development, teacher and instructional effectiveness, clinical supervision, staff development, and teacher evaluation. (NKA)

Advocates the use of multiple management styles (modeled on those of the business world) in the modern classroom. (NKA)

Recommends establishing review processes at both school building and classroom level, and provides checklists for such evaluations. Both together provide a basis for determining the school's handling of equity issues. Also recommends training all school staff with respect to their legal responsibilities. (LHW)

Reviews the historical progression of the legal basis of school desegregation of particular interest to educators. Describes the basic tools currently employed in metropolitan desegregation plans, including some programs designed to improve the quality of education that are now viewed as appropriate components of desegregation plans. (KH)

Americans, who are appropriately vociferous in critiquing education generally and the schools particularly, need to come to fundamental agreement about what schools should do. In reaching that agreement, one group of Americans, the professional educators, has a particular responsibility, though not an exclusive one, to participate in that…

Education reform has wrongly focused on teacher motivation and rewards, when the organizational system itself is at fault. Research shows that effective school management hinges on increased individual discretion and decision-making opportunities for teachers and less controlling behavior by administrators. Ten characteristics of effective…

Criticizes the Department of Education's publication, "What Works: Research about Teaching and Learning," which claims to summarize accurate and reliable research about teaching and learning. Concludes that the booklet lacks credibility because it fails to recognize the complexity of the real educational process. (SRT)

High School and Beyond data set and path analytic techniques were used to compare Black and Hispanic high school seniors' achievement in public and in Catholic schools. When better ability measures were added to the causal models the apparent effect of Catholic schooling on minority achievement was greatly reduced. (Author/BS)