Examines issues related to organizing the teaching of reading in secondary schools, such as the lack of liaison between elementary and secondary schools and the confinement of reading instruction to only English or remedial classes. Suggests that secondary school faculty cooperate in using all available resources to produce literate adults. (AEA)

Project AIM (Arts in Motion) seeks to vitalize learning through the infusion of dance, drama, music, and the visual arts into all areas of the curriculum. Art specialists, classroom teachers, administrators, and parents worked together to develop a program to promote the arts. (CJ)

Explains how writing teachers can effectively work with reading teachers by drawing on the knowledge reading teachers have in the areas of reading diagnosis, psychology, and reading development. (MKM)

Pertinent questions are asked on the subject of college and school cooperation in the training of teachers. (JD)

It has been recommended that health education institutions develop a common market arrangement specifically in health education, based upon a recognition of the increasing alliance between the public and private sectors in both health care and education, and the need to utilize maximally the existing resources. (JD)

Analysis of 310 papers presented at 1990-94 meetings of the Canadian Association for the Study of Adult Education showed a substantial increase in female and Canadian authors cited. More women collaborated in adult education research in publishing than men did. Emphasis on reviving adult education's role in social change was increasing. (SK)

Describes how a collaborative group of four universities, five further education colleges, and independent providers of professional continuing education in Northeast England provides a forum for professional support, development, and updating for course tutors. (SK)

Traces the history of reading instruction in the United States, discussing books about teaching reading which exerted great influence in their respective eras. Discusses the "First-Grade Studies" (begun in 1964), a cooperative effort to analyze study results on teaching reading. (PA)

Reflects on the 30th anniversary of the publication of the "First-Grade Studies." States that what can be learned is that "It all depends" is the most effective approach to teaching reading and that pretty much any alternative method was superior to the "look-say" basals popular in the early 1960s. (PA)

Reviews the "First-Grade Studies." Finds the studies represent a particular ideological and power relationship within the academy; cooperative research efforts can be a powerful force in shaping understanding of reading research and instruction; there is no best way to teach beginning reading; race, class, and language are important variables in…

Discusses technology transfer through the channel of international students and four types of transfer (knowledge, expertise, invention, and equipment). Raises questions about the appropriateness of what is taught to foreign students and its relevance to their home countries. (SK)

Interviews with 10 faculty participating in a collaborative bachelors' degree program involving 5 nursing schools identified elements of the program's success: initial agreement, faculty control, initial curriculum focus, management of ambiguity, iterative process, objective facilitation, institutional autonomy, and assertive conflict management.…

Outlines successful strategies for encouraging parents to stay involved in their children's education: (1) increasing communication; (2) improving participation; (3) encouraging cooperation; and (4) developing partnerships. (LMI)

Three theme articles are included: "The Council of Europe's Permanent Education' Project" (Jean-Pierre Titz); "Education for Democratic Citizenship" (Madalen Teeple); and "The Market, Standards and the Community, or New Education" (Annie Vinokur). (SK)