03246cam a22003972u 4500001000800000005001700008007001400025008004100039035002000080037001900100040002700119091000800146110006600154245010800220260006800328300001000396500008600406500007400492500013800566520152700704530007902231533008102310650002802391650003102419650003402450650003202484650003802516650003102554650003302585650002902618650002002647655003602667710006602703856003702769984004202806533559820181022111325.0he u||024||||080220s1976 xxu ||| b ||| s eng d 9(ericd)ED138704 aED138704bERIC aericdbengcericddMvI amfm2 aNational School Public Relations Association, Washington, DC.10aTake a Giant Steph[microform] :bRecommendations of a National Conference on Successful Desegregation. a[Washington, D.C.] :bDistributed by ERIC Clearinghouse,c1976. a23 p. aSponsoring Agency: Council of Chief State School Officers, Washington, DC.5ericd aSponsoring Agency: Office of Education (DHEW), Washington, DC.5ericd aERIC Note: Recommendations of a National Conference on Successful School Desegregation (Denver, Colorado, December 2-4, 1976).5ericd aThis report of basic approaches that have worked in successful school desegregation situations contains recommendations of a national conference. The purpose of the conference was to bring together lay and professional school leaders who had experienced desegregation at the school building, school district or state level. At the school building level, recommendations were made in the following areas: (1) developing positive attitudes in parent, community, staff, and students, (2) ways in which to handle discipline problems, and (3) ways to develop educational programs for all students. At the school district level, recommendations were made in the following areas: (1) ways in which to handle discipline problems, (2) ways to develop educational programs for all students, (3) ways to develop understanding and/or acceptance of busing, (4) ways to develop positive media relationships, and (5) ways to develop additional financing. At the state level, recommendations were made in the areas of leadership at the state level, and state level services. At the school building level, the leadership qualities of school principals were noted as being essential to desegregation. It was concluded that leadership is the crucial ingredient of a school district's desegregation effort. The message of this report is that when the giant step of desegregation was taken with a full commitment, resourceful planning and a concern about each child, education for all students was better than before desegregation. (Author/AM) aMay also be available online. Address as at 14/8/18:uhttps://eric.ed.gov/ aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aAttitude Change.2ericd17aConference Reports.2ericd07aDesegregation Effects.2ericd07aDesegregation Plans.2ericd17aLeadership Responsibility.2ericd17aRacial Integration.2ericd17aSchool Desegregation.2ericd07aSchool Districts.2ericd17aSuccess.2ericd 7aSpeeches/Meeting Papers.2ericd2 aNational School Public Relations Association, Washington, DC.41uhttps://eric.ed.gov/?id=ED138704 aANLcmc 2253 ED138704d77000000149242