Examines the overlay of maintaining a high degree of professional knowledge and autonomy with the additive and generative stages of professional development for midmanagement student affairs staff. Discusses rethinking professional autonomy and describes a focus group on professionalism in student affairs. (ABL)

Discusses the unwritten codes of behavior that educators seem to follow in their interactions with five categories of others: (1) students, (2) colleagues, (3) institution, (4) profession, and (5) institution as it relates to the faculty/student grouping. (CH)

The reform of legal education in Ontario during the late 19th century is described. By making classroom instruction available to prospective lawyers, the Law Society of Upper Canada maintained the profession's autonomous control over all aspects of legal education and admission to practice. (MT)

Describes nine stages of a group therapist's development as he or she makes a career of conducting groups. Assumes that learning group therapy leadership is akin to learning a craft and that the how of group therapy leadership varies with the developmental phase of a particular group. (LLL)

The attempt to bring all postsecondary qualifications into a single qualifications framework has not been without a struggle between the New Zealand Qualifications Authority and the universities. The resolution of these issues has implications for policy developments in Britain. (SK)

In a school district free from district and state educational mandates, teachers have the freedom and responsibility to develop their own curricula accordingly. Examples of teacher developed materials are described. (JL)

Teachers have come to be viewed as agents of change in the educational reform movement of the late 1980s. The term "teacher's voice" is introduced to describe both the right to have a say in policy and the content of what is taught. The conceptual roots of the term are discussed. (JL)

Argues that professionalization is needed to help teachers improve their status and attain better compensation and a greater voice in decision making. Calls for a national teacher examination; expanding choice for parents, students, and teachers; a professional teacher board; a different kind of career ladder; and restructuring the delivery of…

Conflicts between requirements for national security and open scientific communication have resulted from government restraints. Various First Amendment issues are addressed, including: government's case; constitutional status; values of free expression; and federal funding. Indicates that scientists should not expect guaranteed freedom from…

Teachers' attitudes toward their work influence the way in which they implement educational policy. Literature on the subject is reviewed. The effect of past policies on teacher attitudes and how teachers might influence future policy decisions are discussed. (JL)

Analyzes teacher responses to changes in the structure and functioning of education and teacher education in England and Wales from 1876 to 1996. The paper identifies three generations of teachers and suggests broad patterns in terms of differential responses to change. At the core of the responses are accounts that teachers have constructed over…

This brief report summarizes a longer document with the same title in the ASHE-ERIC Higher Education Report series. Academic freedom provides the foundation for faculty scholarship and teaching, making it possible for educators to exchange ideas and concepts freely in the classroom, to explore and disseminate new knowledge, and to speak out both…

This report synthesizes the literature and applicable case law concerning academic freedom in higher education and addresses the following issues: (1) popular notions concerning academic freedom; (2) whether academic freedom is a legal right; (3) whether faculty at private institutions have the same rights as faculty in public schools; and (4)…

For the brightest students the most significant reasons why they won't teach relate to frustrating working conditions, bureaucratic requirements, the lack of professional control, and few opportunities for intellectual growth, as well as these students' intolerance for diversity in the workplace and their perception of teaching as a "boring…

Compares results of a survey of chief psychologists in medical schools to results of a similar survey reported in 1978. Reports that changes in bylaws of university-affiliated hospitals have enabled psychologists to be members of the active medical staff and that progress has been made in achieving departmental status for psychology. (KH)