The article uses the Israeli kibbutz of Degem as an example of community planning in an almost ideal setting, yet illustrates how the presence of special interest groups and factional groups complicates pursuing and achieving common objectives. (AG)

Authors question Burstiner's conclusions on both methodological and theoretical grounds, and suggest additional considerations and criteria for further work in the area of creative leadership development. (GB)

Using the analogy of ship's captain, the authors illustrate three types of leadership for school principals: nomothetic, idiographic, and transactional. (Editor)

Author outlines the dimensions, perspectives, and dimensions of leadership that are applicable to the principalship. (Editor)

The implications for Extension are discussed in the context of the discovery that there is a positive relationship between leadership effectiveness and self-acceptance. This was determined by categorizing and testing 4-H adult leaders in 25 randomly selected Texas counties. (AG)

The article discusses the role of educator as change agent in community development. Suggestions are offered for resolving the conflicts between education and problem-solving action, neutrality and advocacy, public interests and special interests, and values and facts. (AG)

Article offers 13 guidelines for improving educational leadership in schools at the district level. (GB)

Teenagers are winning seats in school board elections and the world hasn't ended. (Author)

The report of two field-workers sent by Frontier College to Cox's Cove, Newfoundland in 1968. (NL)

Argues that the generalist's breadth of knowledge is an indispensable quality for leadership. Points out that general international leadership is rare in an era when public opinion is instrumental in forming policy. Discusses four personal role models: Paul Hoffman, Jean Monnet, Hubert Humphrey, and Barbara Ward. (DMM)

The written works and experiences of Kurt Hahn and Robert Greenleaf are examined to illustrate their roles in developing the service ethic concepts -- the samaritan-ethic (Hahn) and service-learning (Greenleaf). (BRR)