This longitudinal analysis focuses on two different, yet structurally related, processes: changes over time in a community's leadership structure, and changes over time of those individuals who occupy leadership positions. The former process occurs over a longer time span and is system centered, while the latter occurs more frequently and is…

Conducted by the State Future Farmers of America officers and sponsored by FFA alumni in the State, the Oklahoma FFA Annual Leadership Training Camp is designed for chapter FFA officers. (JT)

Describes three trends--downsizing, reduction of government funding, and shift of decision making from federal to state and state to local agencies. Suggests that community response to these trends requires leadership, a role for adult educators. (SK)

Changes in societies, markets, customers, competition, and technology are forcing organizations to clarify their values, develop new strategies, and learn new ways of operating. The adaptive demands of contemporary life require leaders who take responsibility without waiting for revelation or request. (Author/JOW)

This interview with David Jonassen discusses his role in the field of educational technology; his background as a student in higher education; mentors; practical work and research; important writings; research agenda; current direction of the field; and future possibilities. (LRW)

Using their own photos and drawings, 16 South African women evaluated shared leadership and their contributions to community building. Visual media stimulated collaborative inquiry across ethnic, cultural, and political lines, enabling understanding of power relationships and their effect on women's development. (Contains 34 references.) (SK)

Describes study profiling camp-counselor supervisors, their training, and directors' definitions of good supervisor training. Shows head counselors' off-season occupations often education-related. Makes recommendations for staff selection to camp directors. Details 11 suggestions for training camp supervisors and encouraging good relationships…

Profiles Phyllis M. Ford, chairwoman of the Department of Park and Recreation Resources at Michigan State University. Examines background of Ford's support for special education, environmental ethic, and leadership development. Praises her writings and work at University of Oregon, University of Iowa, and Washington State University. (TES)

Effective communities are well-educated about themselves, have a better understanding of public information, talk through public issues to generate shared knowledge, appreciate the difference between public opinion and public judgment, and believe in public leadership as the key to using public power to solve community problems. (SK)

Analyzes possible differences in the attitudes of citizens, school board members, and selected community leaders toward (1) the board of education's role and function; (2) educational reform proposals; and (3) current educational issues in eight Illinois communities. Demographic characteristics did not influence each group's perceptions of reform…

Describes the sixth Annual (1988) National Indian Youth Leadership Camp, an 8-day cooperative leadership experience for 40 Indian seventh and eighth graders. Discusses staff, funding, program philosophy, outdoor activities, seminar content and values, and program evaluation. (SV)

If colleges and universities are to take seriously the mandate for equitable representation of women among faculty, administrators, and professional staff, they must make affirmative action an imperative. An historical view and barriers to recruitment are described. (MLW)

Compares the careers of the Zuni We'wha (c. 1849-1896) and the Navajo Hastiin Klah (1867-1937). Both were religious leaders, accomplished craftsmen and artists, envoys to the White world, anthropological informants, adapters of traditional crafts for commercial markets, and berdaches--the third gender bridging men's and women's roles. Contains 71…

A major part of leadership is teaching, and the greatest teachers lead their students toward a solid grasp of ethical and moral standards. Successful leadership is inherently moral because it reflects, embodies, focuses, and gives expression to the lasting values of church or synagogue, family, community, group or nation. (MLW)

Defines debriefing as a process of guiding reflection on experience in order to learn from the experience. Examines why debriefing is necessary; who runs it; and when, where, and how it is conducted. Guides facilitators through five categories of questions: review, recall, and remember; affect/effect; summation; application; and commitment. (TD)