Viewed as a social movement for change, the global education movement calls for the infusion of a global perspective into all curriculum areas. Two assumptions of global education include the view of the individual school as the optimal unit for change efforts, and the importance of local teacher and school action for lasting school improvement. This yearbook defines global education, explains its importance, describes it implementation, and demonstrates its uses for school improvement. The first part examines the context of schooling in which a global perspective can be developed, and the second part is directed toward issues of practice. In chapter 1, Lee F. Anderson develops an argument for global studies in the schools. Barbara Benham Tye delineates the problems inherent in changing school curriculum in chapter 2. The last chapter of this section by Steven L. Lamy presents a framework for understanding extremist ultraconservative attacks on global education. In the next chapter, James Becker links global education to citizenship education. Jane A. Boston discusses educational leadership in global education in chapter 5. Ida Urso examines the role of teachers in chapter 6 and uses qualitative data to show how global education can promote cross-cultural understanding and be a renewing force for teachers. In chapter 7, Jan L. Tucker explores the complex problem of creating educational collaborations between schools and universities. Charlotte C. Anderson documents many ways in which global education involves schools and students with their communities in chapter 8. In chapter 9, Toni Fuss Kirkwood uses personal experience to show how and why global education has become a successful vehicle for school improvement. The conclusion, by Kenneth A. Tye, explores themes gathered in a Center for Human Interdependence (CIH) field study of bringing a global perspective to school curricula. Chapters include references. (LMI)