A serious lack of sophistication marks our efforts to combat drug abuse, the author believes. We must consider the complex relationships among the individual, drugs, and society to create effective drug education programs. (Editor)

The thesis of this discussion is that if administrative and professorial roles are different, the excellent professor may prove an unsatisfactory administrator in most cases. (Author)

A charge to school board members to re-evaluate their goals and standards, to move public education programs away from many non-academic'' services. (RN)

Covers the selection process and hiring of the community education coordinator; describes the requisite personality, qualifications, role, and training of the coordinator; and outlines the organization and structure of the community education program. (Author/EA)

Community education appears to be peculiarly vulnerable to bureaucratic restrictions. Consequently, successful community education endeavors appear to require basic role changes among teachers, principals, supervisors, superintendents, and board members. (Author/JH)

Seven qualitative factors discussed as key possibilities for those crucial variables that shape and determine a school's effectiveness. The factors are (1) objectives, (2) impact of arrangement of resources and activities in learning outcomes, (3) impact of expectations on learning outcomes, (4) impact of interaction patterns on learning outcomes,…

One segment of the public expects the school superintendent to be a censor, and another says he had better not be. The author feels that educational organization is too complex today for a superintendent to take on the role of censor. (Author/SJ)

One of the foremost authorities on school negotiations views the first decade of bargaining in education and makes some predictions about the future. Discusses administrative reorganization to cope with bargaining, the role of superintendents, grievance procedures, the role of principals, tenure and due process, discrimination against women…

Looks at the differences in the role of the British headmaster and the American elementary school principal by looking at the organizations in which they function. Discussed are the British practices of interage grouping, cooperative teaching, integrated time, staffing patterns, teacher dialogue, and inservice courses. (Author/DN)

Although no one supervisor can be all things to all the people he serves, his role could well be that of a catalyst who can support the teacher in his professional development. (Author)

Urban education needs can be met if principals accept leadership responsibility and promote school community involvement. (MF)

Stresses need for counselor involvement in decisions concerning student disturbances, and in dialogues with young people in and out of the office. Counselors must "become real by indicating concern, listening, examining options. (CJ)

Excerpts from speeches of two health educators to the general session of the Health Occupations Division at the 1971 annual meeting of the American Vocational Association. (MU)