James Fogarty Assumes Presidency at First PDK International Conference and Legislative Council

About 600 educators attended the PDK International Conference on October 23-25. The theme of the conference was "Advocates for the Public Schools."

This conference included three components: a series of professional development workshops, a National Forum on the Public Schools, and, for members, the first Phi Delta Kappa International Legislative Council.

PDK President George Thomas presided over the Legislative Council; during the final session, he passed the presidential gavel to James Fogarty, who is director of special education for the Eastern Suffolk BOCES in New York.

In his final address to the council, Thomas reminded the delegates that Phi Delta Kappa must change for the future. Changing, he said, involves more than just choosing among the available alternatives; true change means creating the path we follow to meet our goals.

Fogarty later presented his theme for PDK during his presidency, "Making a Difference." He challenged Kappans to make a difference in education and in PDK. For example, he said, if each Kappan were to mentor an at-risk child, we could change the future.

One important task of the council was to vote for president-elect. The three candidates for that position were elected by the chapters last summer. The Legislative Council chooses one candidate as president-elect, and the other two candidates serve as vice presidents on PDK's Board of Directors.

Richard Kolowski was chosen as president-elect of Phi Delta Kappa International. Kolowski is the principal of Millard West High School in Omaha, Nebraska, and a former vice president of PDK. PDK's two new vice presidents are Eve Proffit, the director of special education for the Kentucky School Boards Association, and Brad Reitz, principal of Bartlett Elementary School in Henderson, Nevada.

The Legislative Council also passed legislation and conducted the other business of the fraternity. The council:

• Amended the Bylaws to change the time from three years to two years before a member in arrears is automatically withdrawn.
• Amended the Bylaws to add a biennial sunset review of all programs, committees, and commissions.
• Amended the Bylaws to allow a two-year pilot program for direct membership.
• Moved that the Board of Directors establish an incentive for members to actively recruit 10 or more new members in a year.
• Moved that individual members, chapters, and PDK International examine the barriers that prevent people from becoming Kappans or that cause them to not to renew their membership.
• Recommended that chapters be encouraged to designate a chapter technology officer.
• Approved revisions to PDK's Statement of Purpose and Future Directions. This document contains vision and mission statements, goals, and principles to guide PDK through the coming years.
• Moved that PDK International continue development of the public forum process for important education policy issues and that the International Office provide training and support for key leaders in local forums.
• Resolved that PDK International promote and support chapter efforts to collaborate with other education organizations, businesses, and community support groups.
• Referred to the 1998 District Conferences the motion that chapter membership requirements for all categories shall be those established in PDK's Constitution and Bylaws.

One major activity during the conference was the National Forum on the Public Schools. Almost 300 educators, parents, and business people discussed the need for public schools and how schools can be made more effective. Among the participants in the forum were Lois Jean White, president of the National PTA; Bob Chase, president of the National Education Association; Tom Thornton, CEO of the Rogers Group; Aimee Guidera of the National Alliance of Business; and Jack Jennings, director of the Center on Education Policy. A report of the forum is available from the PDK International Office.

The International Conference also included an array of outstanding presenters. John Stanford, superintendent of the Seattle schools, told participants that the future of our democracy depends on the public schools. "Public education is where the 21st century begins," Stanford said. He warned that if Americans do not support the public schools, "In the future it might be said that the Americans lost their democracy when they failed to care for their children."

Jonathan Kozol, author of Savage Inequalities and Amazing Grace, said that the poorest urban schools are really segregated schools, and the underfunding of those schools is part of a larger pattern that includes underfunding hospitals, parks, and other services in poor urban neighborhoods. "The good society cannot be built on miracles. It must be built on systematic justice," Kozol said, "And there is no systematic justice for these children in America."

Bruce Biddle, co-author of The Manufactured Crisis, told participants that many of the charges leveled against schools in the past 15 years are "just hooey." However, the media do not report the good news. "The press wallows in the bad news," Biddle said. Biddle not only discussed the myths about public schools, he also discussed some solutions. The first thing America must do, Biddle emphasized, is to reduce the child poverty rate, which he said is the highest of any industrialized country. "I hope this shocks you," he said, "because it suggests, in fact, that we are doing something awful to our children."

John Goodlad, author of A Place Called School and What Schools Are For, argued that we must change our assumptions, "our "narrative" about the purpose of education. Currently, he said, our dominant narrative is "the corporate god of economic utility." Such a perspective ignores other purposes, such as developing character and civic virtues. Furthermore, accepting the economic purpose for education means that "schools will not be allowed to succeed." Goodlad explained, "There are more losers than winners in this system. The rule is that if there are too many winners, you just raise the bar."

Authors Kozol, Biddle, and Goodlad participated in book-signing sessions, which provided opportunities to interact informally with conference participants. Other book-signers were Alex Molnar and Clinton Boutwell, who presented professional development sessions at the conference. Molnar is the author of Giving Kids the Business: The Commercialization of America's Schools. Boutwell is the author of Shell Game: Corporate America's Agenda for Schools, which was published by the Phi Delta Kappa Educational Foundation in October.

CHAPTERS IN THE NEWS

Forum Teaches Education Students How to Get Jobs

The Northwestern University Chapter is demonstrating to education students that PDK can be an important part of their careers, even before they get a job.

For five years the chapter has held a "How to Get a Job Forum" for student teachers and graduate students. Chapter president Eric Edstrom explained that the program provides personal attention to each student while providing all of them with practical advice on a variety of important aspects of the job search.

Though the forum lasts only 2 1/2 hours, it takes the students through each step in the job search, from finding job vacancies to writing a résumé to the interview, Edstrom explained. Kappans also spend time afterward in helping the students with résumés and answering questions.

Presentations by Kappans explain to students the practical aspects of looking for a job. Some of the topics include writing a cover letter, building a portfolio, how to dress, and how to use various job resources. A mock interview allows students to practice their interview skills while other students observe and critique. In addition, each student submits a résumé, which is reviewed by Kappans who help the student improve and sharpen it. Edstrom reported, "Students have said they were not aware of all the things they had to do to get a job. We told them they have to be far more aggressive in their job search."

"Our students have reported that a lot of our recommendations have helped them a great deal in getting a job," Edstrom said. The forums also help the students become familiar with PDK. "They see Phi Delta Kappa as able to help them," Edstrom explained. "We get a very high rate of students who join Phi Delta Kappa based on their evaluation of the seminar and the materials we give them about PDK."

Workshop Helps Paraeducators to Reach New Goals

There are many teacher aides and other paraeducators in schools who would make wonderful teachers. Unfortunately, many of these people feel that it is impossible for them to earn teaching credentials. To encourage paraeducators to pursue their goals, the California State University/Long Beach Chapter is conducting special workshops for paraeducators.

Richard Feinberg, the chapter research representative, explained that the move in California to reduce class sizes has created a strong demand for teachers. Chapter members decided that they should help people who already are working in schools to become the educators they hope to be.

The demand for such a workshop was greater than the chapter anticipated, Feinberg said. The first workshop, held last April, was limited to 50 participants. The workshop was filled within two days after mailing invitations to several school districts, and more than 100 paraeducators had to be deferred to future workshops. A second workshop was scheduled for November.

Feinberg said that the participants come from a variety of backgrounds. "Some of them have not been to school in 20 years," he said. "Some currently are in school, but they are not education majors. And some are immigrants who were teachers in their native countries."

The first part of the workshop was a general information session to acquaint the paraeducators with the requirements they would have to meet to become teachers. The workshop also included a question and answer session. Feinberg explained, "The idea was to answer the questions they wanted answered, not what we thought they needed."

Much of the work actually was conducted during the buffet lunch, Feinberg reported. The paraeducators used that time to talk with Kappans about their concerns.

The participants also were introduced to Phi Delta Kappa. Not only were they told about the role and benefits of PDK, they also were able to network with educators at all levels of education. "For those people who are thinking of becoming teachers, they realize that they are not alone," Feinberg said. "They know there is a group of resource people on whom they can call."

From Your Executive Director
Ronald G. Joekel

We Are on a Mission

Phi Delta Kappa has a mission to promote quality education, with particular emphasis on public education as essential to the development and maintenance of a democratic way of life. To further that mission, the Board of Directors decided that PDK's priority would be advocacy for the public schools. It was the first time that a professional organization set its major goal as becoming an advocate for public schools.

Advocacy for the public schools does not mean that PDK is opposed to private schools and other alternatives. Private schools have made and continue to make important contributions to our society. But maintaining quality public schools is vital to our democracy. And at a time when the existence of public schools seems threatened, the Board of Directors believes it is important for our professional organization to take a stand.

To further that goal, last year PDK International sponsored 29 forums on the need for public schools. Most of those forums were conducted by local chapters that believed much could be gained for education if they could bring together their communities to discuss the problems and goals of the schools. The forum held at the Phi Delta Kappa International Conference in October brought together parents and leaders in business and education from throughout North America to discuss these issues. And 40 additional forums are scheduled for this academic year.

These forums are made possible by all Kappans. Effective local chapters and their commitment to PDK's mission are necessary for the forums to continue. But even those Kappans who are not directly involved in the forums or the many other activities of Phi Delta Kappa International are helping to support these efforts.

A professional organization is more than just people who pay dues and receive products. It is about people coalescing around a common set of beliefs. It is about professionals who are concerned about improving their skills and joining with other professionals to solve problems.

Unfortunately, Phi Delta Kappa International, like most other organizations, is facing problems in recruiting and retaining members. Without a critical mass of membership, Phi Delta Kappa International cannot continue to serve the profession and to be the leading advocate for public schools.

In Phi Delta Kappa International, membership development is the responsibility of every Kappan. The staff at the International Office is conducting a survey to determine why some Kappans remain members while others quit the organization, and they are working on a variety of membership efforts. But the real leaders in membership development are each and every individual Kappan.

The Board of Directors and international staff need any ideas and comments you have concerning how PDK can best serve its members and the profession. What are we doing right, and what are we doing wrong? Please call our toll-free number, 1-800-766-1156; send e-mail to headquarters@pdkintl.org; fax us at 812-339-0018; or write to us at P.O. Box 789, Bloomington, IN 47402-0789.

Newsletter Contest Winners Honored at Conference

Eighteen chapters received Awards of Excellence in PDK's 1996-97 Chapter Newsletter Contest. The awards were announced at the PDK International Conference in Indianapolis in October.

The 18 award-winning newsletters were selected on the basis of their appearance, readability, content, layout, and design. The winning chapters received a $150 grant to enhance program activity during the 1997-98 year, and the newsletter editors received framed certificates. In addition, a special camera-ready logo, identifying the newsletter as a winner of the PDK award, was given to the editors to reproduce on their newsletters.

The chapters receiving the Award of Excellence are: Buffalo-South, Clearwater-St. Petersburg Florida, North Coast Ohio, Northwestern University, Rutgers University, Saginaw Bay Michigan, San Diego California, State University of New York/Buffalo, Toledo Ohio, University of British Columbia, University of Hawaii, University of Houston/Clear Lake, University of Nebraska/Lincoln, University of Nebraska/Omaha, University of Pittsburgh-Three Rivers, University of Southern California, University of Texas, and University of Wisconsin/Madison.

In addition to the 18 Awards of Excellence, Awards of Merit were given to 32 chapters to recognize special features in a series of newsletters. Another 20 chapters received Special Citations to recognize single features in a newsletter.

A booklet with samples of the top 18 chapter newsletters is available from the PDK International Office. Newsletter editors are encouraged to use that booklet to obtain ideas they can adapt for their own newsletters.

A special committee appointed by PDK International President George Thomas met at the international office in August to select the winning newsletters from the 138 entries. The members of that committee and their chapters are: Robert Ireland (University of Southern California), Walter Mallory (Northern Virginia), and Carol Tuschhoff (Decatur Illinois).

Survey Examines Teachers' Attitudes Toward Computers

Older educators may have a more positive attitude toward using computers in the classroom, according to a study conducted by the Northern Illinois University Chapter.

Chapter members and undergraduate education majors at Northern Illinois University responded to the Computer Attitudes Inventory, an instrument developed by chapter member Richard Mueller. The inventory is designed to measure how people feel about using computers to teach specific intellectual skills, rather than learning the same skills from a human teacher.

The results of the survey showed a modest relationship between age and a positive attitude toward computer-assisted learning, contrary to the popular belief that young teachers are more enthusiastic about computers. In addition, those who had more teaching experience were more positive toward computer-assisted learning. And teachers in middle and high school were more positive about computer-assisted learning than were elementary teachers and those preparing to be elementary teachers.

Mueller reported that 111 Kappans and 263 undergraduates in general education, reading methods, and science methods classes participated in the study.

"The main purpose of the study was to develop the instrument," Mueller said. He explained that the sample was chosen to provide as great a variety of educators as possible.

In addition, less than a third of the chapter members responded to the survey. Because of the small sample and because the instrument still is being refined, the results are very tentative, Mueller said. "Those who are already positive toward computers may have been more likely to participate in this study, so it may not be a random sample," he cautioned.

"Nevertheless, the survey represents a first step toward a better understanding of attitudes toward computer-assisted learning," Mueller explained.

Those who want more information about the Computer Attitudes Inventory can e-mail Mueller at p31rjm1@corn.cso.niu.edu.

Ask a Good Question

Is there a question you would like to see asked in the next PDK/Gallup Poll of the Public's Attitudes Toward the Public Schools? The committee that selects the poll questions invites all Kappans to submit possible questions for the 1998 poll, which will be conducted in the spring. The submissions must be received at the PDK International Office by 2 January 1998.

Information Needs Survey Draws More Than 3,000 Responses

Last year, the winter NN&Q included a survey that asked Kappans about their needs and interests with regard to future publications and professional development opportunities. This effort was headed by Donovan Walling, editor of Special Publications, who worked with Phil Harris, director of the Center for Professional Development and Services (CPD&S), and Larry Barber, director of the Center on Evaluation, Development, and Research (CEDR).

More than 3,000 Kappans returned surveys during the spring and early summer months. In fact, surveys continued to trickle in throughout the summer. Betty Bradbury, in CEDR, tabulated the responses, which are summarized in this article.

The survey was designed principally to elicit feedback on two questions: 1) What are the issues about which information is needed? and 2) What forms should be used to supply such information? Sixteen topics were identified that reflect publications, products, and workshops that are planned or currently exist in the PDK line. Respondents were encouraged to suggest topics not on the list.

The Respondents
The respondents roughly mirrored the PDK membership in demographic terms, though the match is not exact. All of the percentages in this summary are rounded.

More females (67%) responded than did males (33%). Teachers (54%) outnumbered administrators (45%); the remainder indicated "other" (1%). Most respondents fell into two age brackets: 40-49 (40%) and 50-59 (37%). By grade level, 40% indicated elementary, 18% middle school, 12% secondary, and 30% higher education.

The survey asked respondents to "estimate the percent of information you receive from various sources of professional literature." Journals, magazines, newspapers, and newsletters were the top media category, followed (in order) by books, monographs (such as fastbacks) and pamphlets, and research summaries (such as "Hot Topics"). Video and audio tapes fell into fourth place, followed by CD-ROM, online services, and other electronic means.

Topics Needed
According to the Kappans who responded, the top two topics on which information is needed are 1) classroom behavior, disruptive behavior, discipline, and 2) technology (use, role, cost). These topics were followed closely by 1) parent and family involvement, community support; 2) assessment (tests, portfolios); and 3) at-risk students, alternative education. A wide variety of other topics also was suggested; several that frequently were mentioned include leadership, school schedules, character development or values, and gifted education.

In terms of the form such information should take, the publications category pulled more responses than either the audio/video or training categories. The top five topics for which publications was the top-rated form are 1) parent and family involvement, community support; 2) assessment (tests, portfolios); 3) at-risk students, alternative education; 4) financing education; and 5) inclusion, special education.

Other Comments
Many respondents wrote in the comment space on the back of the survey, and their comments ranged widely. Most of the comments were positive or constructive. The fastbacks and the Kappan were singled out several times for praise. However, both also were criticized by a minority of respondents.

Cost concerns were evident in a number of responses. An often-expressed concern, for example, was the high cost of videos: "Video tapes are very effective, but very expensive."

Perhaps the one type of positive comment that stood out from all others was the "thanks for asking" response. Many respondents were pleased that the survey had been conducted: "This survey was an excellent idea." Many respondents also wrote of their appreciation for PDK products and services. A characteristic response was: "PDK provides (without a doubt) the most current, up-to-date professional publications including issues in education today. Definitely always on the cutting edge. This is why my membership continues with active status every year."

The staffs of Special Publications, the Center for Professional Development and Services, and the Center for Evaluation, Development, and Research are studying the survey results, which will help to shape information services in the future.

Chapters Celebrate Anniversaries

Nineteen chapters will celebrate their golden or silver anniversaries during the 1997-98 year.

Five chapters are celebrating their 50th anniversaries this year: Iowa State University, installed 10 July 1947; Indiana State University, installed 11 July 1947; University of Wyoming, installed 7 February 1948; Orange County California, installed 22 April 1948; and Utica New York, installed 3 May 1948.

Fourteen chapters will celebrate their 25th anniversaries: East Tennessee State University, Shreveport-Bossier City Louisiana, Ponce Puerto Rico, Cross Timbers Texas, Catskill Area New York, Chicago State University, Greater Siouxland Iowa, Savannah Georgia, United Kingdom, Western Nebraska, University of New Orleans, Dan River Virginia, University of North Alabama, and Alabama State University.

These chapters may take advantage of special program resources offered to chapters celebrating their diamond, golden, or silver anniversaries.

Egypt is "Trip of a Lifetime" by George Kersey, Jr.

A "trip of a lifetime" is the phrase Nell Nicholson, a Kappan from Alabama, used to describe her 16-day trip to Egypt last August. Nicholson was one of 30 participants in PDK's travel seminar to the land of the pharoahs, pyramids, and papyrus. I was the director for that trip.

We started with two days in Cairo and then spent four days sailing the Nile in a comfortable, though sometimes cramped, cruiser. There were frequent landings to visit famous temples and other historic sites. We also traveled beside the river in a very comfortable, spacious tour bus. Our journey took us from Cairo to Abu Simbel in the south, then back to Cairo and on to Alexandria on the Mediterranean.

Ayman Basily, an Egyptologist, accompanied the group throughout our visit. Carolyn Harmon from West Virginia noted that Basily "was just unbelieveable in what he knew. His capacity to cause ancient things to come alive was extraordinary."

District V Representative Rayalene Brizendine also was on the tour. She reported, "We saw about as much as you could possibly see in our time in the country. We hear all our lives that the Nile is Egypt and Egypt is the Nile. After cruising the river, flying over it, and driving alongside, the power of that statement is now genuinely appreciated."

One characteristic of the trip that was appreciated by all the participants was the diverse, yet cohesive, nature of the group. The travelers came from 16 states and spanned a wide range in age, yet they quickly developed a sense of community. As Floridian Ann Potter observed, "It is fun traveling with such congenial companions."

Our trip to Egypt was not the only travel seminar that PDK sponsored last summer. There also were trips to Alaska, Chile and Argentina, Scotland and Ireland, and Australia, New Zealand, and Fiji.

Phi Delta Kappa is offering seven trips next summer. The destinations include Brazil; Australia and New Zealand; Eastern Europe, including the Czech Republic, Hungary, Poland, and Austria; China and Hong Kong; Ecuador and the Galapagos Islands; Scandinavia; and Spain, Portugal, and Malta.

I have learned how important it is for educators to see the world. Travel really does provide us with an appreciation of how different the world's cultures are; and yet, as a result of our travels, we also understand how similar people are throughout the world.

Book Notes

First Seven Bracey Reports Collected · The Truth About America's Schools: The Bracey Reports, 1991-97 features the first seven reports, beginning with "Why Can't They Be Like We Were," which appeared in the October 1991 issue of the Phi Delta Kappan. Pauline Gough, editor of the Kappan, wrote the foreword to the book, stating in part: "Bracey will continue to write his annual reports on the condition of public education for the Kappan. He has proven to us time and again that he is data-driven. No one 'owns' him; as an independent agent, he single-mindedly pursues whatever truth can be derived from empirical evidence. . . . He is not an 'apologist' for the public schools. He is not a 'revisionist' of education history. He is a truth-teller." The Bracey collection was released in November and is available as a trade paperback. It lists for $22; the member price is $16.50.

New Guide Helps Nongeeks Use the Information Highway · Even Kappans who are not computer geeks can use the Internet with ease with help from Internet Basics: An Educator's Guide to Traveling the Information Highway. Written by Dan H. Wishnietsky, this handy book provides a step-by-step guide for new and inexperienced Internet users. The paperback was released in December and lists for $9. The member price is $6.75.

International Books Focus on German Education · Two new books in the International Studies in Education series look at German education after reunification. Changing Traditions in Germany's Public Schools, by Horst Dichanz and John A. Zahorik, and German Higher Education: Issues and Challenges, by Hans G. Lingens, are scheduled for release in January 1998. The two books will give readers a view of the entire German school spectrum from preschool to college. Each paperback book lists for $9.50; the member price is $7.

Law Professor Tackles Internet Sex and the Schools · Access by students to sexually explicit expression on the Internet has raised concerns among parents and educators. Indiana University law professor Fred H. Cate takes on the issues in his new book, The Internet and the First Amendment: Schools and Sexually Explicit Expression, which is scheduled for release in February 1998. No price has been set yet. Look for an announcement of this new book in the February Kappan.

Scholarship Opportunities

Application forms for the 1998 Scholarship Grants for Prospective Educators were mailed to chapter foundation representatives in October. This program, designed to encourage outstanding high school seniors to pursue careers in education, depends on the local chapters for its success. Applications are distributed only through chapters. The chapters are responsible for collecting the applications from their service area, screening the applicants, and forwarding up to two applications to PDK International Office for consideration as International Scholarship winners. In addition, chapters are encouraged to award their own scholarships. PDK International will publicize the chapter awards in a special section of the booklet that lists the international winners. Students must return the completed applications to chapters by 31 January 1998. The deadline for chapters to forward their selected applications to the International Office is 22 February 1998. The recipients of the international scholarships will be chosen in March.

Applications for the Phi Delta Kappa Graduate Fellowships in Educational Leadership will be sent to chapter foundation representatives and Kappan graduate students in January. They must be returned to the PDK International Office by 31 May 1998. Candidates must be full-time students during the year of the award and must be members in good standing of Phi Delta Kappa International. Five Howard M. Soule Fellowships are available: two $1,500 fellowships for doctoral students, one $750 fellowship for a student working on a master's or specialist degree, and two $500 fellowships for research on a dissertation or thesis. There also is a new Emery Stoops Fellowship of $750 for graduate studies

Application forms for the 1998 Gerald Howard Read International Seminar Scholarships are available from the International Office. These scholarships, funded through an endowment established by Gerald and Victoria C.T. Read, are a PDK Educational Foundation program that subsidizes Kappans interested in international travel and study. Up to 50 scholarships will be awarded in amounts of $750 for travel seminars costing up to $1,500, $1,000 for travel seminars costing up to $3,000, and $1,500 for seminars costing more than $3,000. The scholarships can be used on any PDK-sponsored travel seminar up to 24 months following the award. Any Kappan in good standing may apply. In judging the applications, the scholarship committee gives weight to how the applicants will use the travel experience in their professional work and recognition for outstanding service to Phi Delta Kappa. The deadline for submitting applications for the Read International Seminar Scholarships is 1 February 1998. The awards will be announced in March.

For more information about any of these programs, contact your chapter's foundation representative or write to the Phi Delta Kappa International Office.

40 Schools Join Values-Driven Schools League

Forty high schools across the country have made a commitment to the League of Values-Driven Schools. PDK International is taking the lead in establishing this league to foster the development of positive beliefs and behaviors among students, teachers, administrators, and parents regarding certain core values.

PDK Senior Fellow Jack Frymier, the director for the league, explained that the League of Values-Driven Schools grew out of PDK's chapter-based Study of Core Values, which he also directed. That study found that there are a number of core values on which most people agree, including: learning, honesty, cooperation, service to others, freedom, responsibility, and civility.

"There has been some concern about teaching values in schools," Frymier said. "But the seven values included in this league are widely seen as civic virtues. Hardly anyone, for example, believes that we should not teach honesty."

In order to participate in the league, schools must show that all their stakeholders are committed to the project. That includes administrators, teachers, parents, the school board, and even the students, Frymier explained.

Last summer, representatives of the participating schools attended a training session. This fall the schools have been implementing their plans.

Next summer student representatives from each school will meet for a week-long conference on values. They will share what their schools have done and work on a variety of values-oriented projects.

PDK International is establishing regular channels of communication among the league schools. Among those channels will be a monthly newsletter for every teacher in each school, a league web site, and a monthly distribution of sample materials and activities.

The League of Values-Driven Schools has been co-sponsored by the National Association of Secondary School Principals. Funding for the league is being provided by the Templeton Foundation and the Gund Foundation.

Video Package Provides Program on Block Schedules

Block Scheduling: Time to Learn is the new program from PDK's Center for Professional Development and Services. This program includes three videotapes, as well as books and a facilitator's guide, designed to explore the issues and implications of block scheduling. The materials are suitable for both small and large groups. The price for this program is $395.

News, Notes, and Quotes is published three times a year by Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789.

NN&Q Staff
Donovan R., Walling Editor
David M. Ruetschlin, Managing Editor
Debbie Webb, Graphic Designer
Terri Hampton, Secretary