Teacher leaders want to establish the right of teachers to be consulted and respectfully heard on questions of educational policy. Both quality and quantity discussions of educational programs and processes are all too rare. (CK)

Some common characteristics of collective negotiations are discussed. (DB)

Schools must establish humane and unselfish relationships in their communities even while outside both sides of industry recriminate against each other with charges and countercharges, strikes and lockouts. (Author)

Discusses the dismissal of a professor for his actions in favor of faculty involvement in administrative affairs. (HS)

Recent actions of British teachers suggest an alternative to the teacher strike. Those teachers dramatically demonstrated their grievances by withholding the voluntary extra services they customarily perform. American teachers could accomplish the same end by collectively refusing to perform extraneous administrative services: collecting money,…

Is is the function of the planner to prepare reports, position papers, and plans, not to juggle the politics of implementation. (Author/WM)

This document contains summaries of and a synthesis of the commentary on papers presented at the Conference on the Frontier in School Leadership. The authors and their papers are (1) John I. Goodlad, "Middle Management in Educational Change: Hope or Despair?" (2) Egon G. Guba, "Missing Roles in School Leadership: Matters Tended and Untended," (3)…

This report discusses the types, development, and dynamics of school disputes, and indicates when intervention can bring them to satisfactory resolutions. The format is essentially a casebook of various kinds of disputes and dispute-causing issues. Two kinds of school disputes are emphasized: school-community and internal organizational. The final…

The information in this report reveals that an estimated 118,000 teachers participated in strike action and that an estimated 911,000 man-days of instruction were involved in work stoppages that varied in duration from one-half day to 23 days. Tables provide data on (1) man-days involved; (2) strikes and work stoppages by organization, month, and…

The information in this report reveals that an estimated 89,651 teachers participated in strike action and that an estimated 717,217 man-days of instruction were involved in work stoppages that varied in duration from one day to 12 weeks. Tables provide data on (1) man-days involved; (2) strikes and work stoppages by organization, month, and…

An interview with the leader of a New York teacher union deals broadly with the problems posed for principals as educational leaders by the growing teacher power. (WM)