Addresses issues which bear on the question of whether the membership or the leadership best decides appropriate goals for ALA activities. ALA's attempt to set organizational goals democratically is examined for differences and similarities between its leaders and members. (RAA)

Discusses the differences between managers and leaders in terms of personality, attitudes toward goals, conceptions of work, relations with others, and senses of self. Also examines the development of leadership and how organizations can develop leaders. (CT)

The thoughts and reflective methods of Alan Griffin are discussed. He was a Deweyan scholar and dealt with the necessary goals of the social studies in a democracy as they relate to the learning process, to the content, and to the teaching methods employed in social studies instruction. (PN)

Wesley's college textbook, Teaching the Social Studies (1937), had an impact on social studies teaching, especially in its definition of the social studies; his conception of the role of history in social studies teaching; and his contributions to world affairs education. (PN)

The research, writing, and professional organizing of the Rugg brothers are discussed: Harold in the integration of social studies and as author of a curriculum series on a nationwide basis and Earle as a teacher educator who reviewed and critically analyzed research in the field of social studies. (PN)

Earl S. Johnson is discussed as a teacher, philosopher, and author. While not disguising his debt to the Judeo-Christian tradition, Johnson devoted his professional career to translating pragmatic principles into social studies practice. (PN)

An historical approach to Israeli education in the kibbutz focuses on communal educational practices stemming from the ideological influences of the kibbutz youth movement. Work is an essential part of the kibbutz educational process and is integrated with the total life of the kibbutz. (JN)

Education should lead to responsibility, and those who are allowed to enter universities must be encouraged to see themselves as learning to serve their fellow men rather than to lead them. A humanitarian approach to education is essential to this end. (MSE)

Outlines a program to help restore public confidence in the schools that starts with the community leadership. Suggestions are made for principals to initiate and implement the program. (Author/MLF)

Investigated causal inferences between leader reward behavior and subordinate goal attainment, absenteeism, and work satisfaction. Results revealed that no significant differences were attributed to sex and that the leader reward behavior and subordinate attitudes and behavior were independent of the effects of sex of supervisor or subordinate.…

Offers suggestions for superintendents to follow to involve community leaders, enlist professional assistance, keep the public informed, and work through established school-based groups in seeking successful passage of a bond issue. (Author/WD)

A study attempting to formulate a generic description of Indian community education noted significant differences between the perceptions of local and national leaders in 23 needs and priorities areas, most dealing with basic human needs. (SB)

An organized and aggressive reunion-giving program is seen as a major component of every college's annual giving campaign. The advent of a major reunion is a natural time for alumni to refocus attention and interest on their alma mater. Getting people involved, setting goals, and campaigns are discussed. (Author/MLW)

A group counseling contract was developed following American Psychological Association ethical guidelines. The contract was effective in enabling participants to quickly become involved in group process. The contract could be modified for use by group facilitators in a variety of settings. (Author)