Urban school systems must reorganize to allow greater community involvement in the power structure of education. At the same time, local communities must realize that participation in the decision-making process makes them responsible for the results of their decisions. (CK)

The obstacles are difficult but not insuperable; with strong leadership now emerging in federal, state, and local agencies, career education may survive. (Editor/SB)

Launched with $25 million of support and a "swinging" plan of educational innovation, the new experimental college on the Amherst campus begins its second year to mixed reviews. (Editor/IR)

Proposes notes toward a theory in an effort to explain how and why people come to perceive certain other people as they do within the context of the school as an organization. (LN)

This article discusses the nature of conflict and conflict resolution within educational organizations, focuses specifically upon the causes of conflict between students and school personnel and outlines several factors relevant to increasing the probability that such conflicts will be managed constructively. (Author)

Changes occurring in educational organizations and the implications of these changes with respect to curriculum modification are discussed. (CK)

The authors provide information on how school personnel can help provide both opportunities for intergroup relationships and strategies for creating rewarding social interactions between severely handicapped and nonhandicapped students. (SW)

Maintains that secondary schools often assign their counselors major responsibility for the gatekeeping and custodial functions associated with student scheduling. Recommends as an alternative having counselors advise students and others needing counseling while paraprofessionals and clerical personnel handle the administrative duties. (Author/PGD)

One alternate approach to school administration centers on the use of two principals, one for administration and one for instruction. This article examines the approach and offers some cautions. (Author/MLF)

First in a series of successful innovations reported by readers, the article describes the "House Group" concept at Shoreham-Wading River (New York) High School. The House Group emphasizes the individual relationship between a student and an adult adviser who serves as advocate and mature "friend." (Author/MLF)

Discusses a study undertaken to compare attitudes among children who became middle school pupils in their own junior school building and children who made the transition to a comprehensive school. Findings indicated that students moving to a comprehensive school were more likely to experience problems. (DB)

The controversy over the decentralization of schools focuses essentially on the issue of community control. This article explores the current status of decentralization and evaluates its effectiveness as a vehicle for community influence and educational reform. (Author/WD)

Offers eight steps for administrators to follow to develop cohesiveness among a school faculty and thus foster positive student attitudes toward school. The eight steps are divided among three distinct strategies: developing common goals, reexamining organizational structure, and evaluating school leadership. (Author/WD)