A select bibliography on education for rural life is presented in this book. Except for a few cases, materials were chosen from those published in 1965 and later. Major topics are rural education policies, planning, and economics; organizational and curricular aspects of primary schools, secondary schools, higher agricultural education, adult…

This book is a collection of six articles that deal with the concept and the practice of differentiated staffing in education. Included in the collection are articles on the concept itself; on problems, prospects, and the practical implementation of the concept; staff differentiation in a multiunit school; and polemical aspects of differentiated…

A STUDY WAS REPORTED OF THE RELATIONSHIP BETWEEN LOCAL-COSMOPOLITAN ORIENTATION, A CONCEPT FROM REFERENCE GROUP THEORY, AND THE RESISTANCE TO ORGANIZATIONAL CHANGE. A QUESTIONNAIRE WAS ADMINISTERED TO 329 PUBLIC SCHOOL TEACHERS IN FIVE CONTIGUOUS SCHOOL DISTRICTS IN CENTRAL PENNSYLVANIA WHICH WERE TO LOSE THEIR INDIVIDUAL IDENTITIES UNDER THE…

THE PUBLIC SCHOOL PRINCIPAL'S LEADERSHIP POSITION WAS THE MAIN FOCUS OF THIS STUDY OF THE RELATIONSHIP BETWEEN THE PSYCHOLOGICAL DISTANCE CONCEPT OF FIEDLER AND THE ORGANIZATIONAL CLIMATE OF HAPLIN AND CROFT. THE ORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRE (OCDQ) AND THE ASSUMED SIMILARITY OF OPPOSITES SCALES (ASO) WERE ADMINISTERED TO A…

Discussions and research of class size would be more useful if they dealt with some of the significant relationships that exist between a resource allocation plan (more teachers for smaller classes) and the social processes that constitute the environment of these smaller classes. (Author/MLF)

The authors describe five organizational models for team teaching, then report the reactions of 71 experienced London teachers to these models, and their views in general on the advantages and disadvantages of team teaching, correlated to their philosophies of primary education. (SJL)

Discusses the pros and cons of assuming an administrative position on an acting basis. (Author/MLF)

Falk School, the laboratory school for the University of Pittsburgh, has gradually developed a "personalized progress plan" that involves nongraded organization, multiple-age grouping, modified team teaching, and a carefully sequenced curriculum. (Author/MLF)

Describes one of the first examples in the Inner London Education Authority of how cooperation between sixth forms might be made to work, in this case the successful sixth-form center in Tower Hamlets. (Author/RK)

The author visited Japan's secondary schools and here reports on the lessons to be learned from the way the country has organized its comprehensive school system. (RK)

The key to clarity and accountability is to structure the schools so that their goal is clearly the purpose for which they are instituted. The concept of "adult competency" can clarify education's purposes. (Author/MLF)

Develops a descriptive model of school organizational patterns using the concept of complexity of environment, and explores the implications different organizational patterns have for students and teachers. (Author)

This paper evaluates Hatton's critique of Grant and Sleeter's (1985) view of teacher work. Teachers have power, it is argued, and choose how willing they are to respond to students of particular racial and social backgrounds. (MT)

Large schools have a tall organizational structure with long chains of command and limited control for "low-level" staff, including teachers and principals. To resolve this problem, two alternative structures are suggested: a dual structure involving spheres of administrative and professional responsibility and a flat structure featuring…

The response by a group of special educators to the Regular Education Initiative of the Office of Special Education and Rehabilitative Services examines nine assumptions on which the initiative is based and makes recommendations concerning experimentation, replication, implementation, and necessary changes in school organization (such as heavy…