The reading act and the teaching of black children should not be treated as incidental by either white or black educators. The role of teacher-training institutions should be to instruct future teachers in the reading processes, reading readiness stages, basal reading programs, formal and informal reading tests, black dialects, reading approaches,…

Enduring resolution of conflict is not so much the result of clever tricks as of the state of mind of superintendents, school boards, teachers, students, and citizens and of the organizational climate of the schools and the community. It is important to view conflict in neutral terms, realizing that conflict may be good or bad. Effective…

This study investigated the perceptions of middle school principals' immediate superordinates regarding the principal's proper functions and sought to determine if those perceptions were significantly affected by differences in geographic location, sex, age, or administrative background among superordinates. Data were gathered through a…

Middle school principals must continue to provide leadership for staff development programs. As the instructional leader of the middle school, the principal faces the challenge of assisting both new and experienced teachers in developing teaching strategies that are consistent with the characteristics and needs of transescent students. At the same…

Training, education, and personnel development (T/E/D) are on the rise as corporate functions. The T/E/D field is undergoing change, and the article discusses the findings of a current study regarding costs, training needs, executive involvement, and effective use of T/E/D. (Author/BP)

Suggests that a most crucial and complex priority is the need for the head of schools to come to terms with his or her own personal needs, especially as related to feelings about authority. Coming to terms with oneself in relation to leadership roles is never-ending process of self-examination. (Author/AM)

Notes that the position of head of a school is crucial at the beginning when children go to a school because the whole tone of the school is set by the attitude of the head. The way the head thinks affects the children and the staff and the staff's attitude to the children. (Author/AM)

Suggests that even though some argue that there is not much that can be done inside the school if the conditions outside are working against it, a situation of tolerance, humanity, compassion, and challenge can be created in schools. Only the educator has the opportunity to make life good in school. (Author/AM)

Notes that to make children to be self-determining, capable of making existential choices and assuming responsibility for them, creative in their solutions to the problems that face society, a system of instruction that stress basic proficiency in skills and knowledge is not sufficient. (Author/AM)

Notes that if the school really belongs to the community, then administrators have no more right to put a kid out of his school than to put their children out of the house. Discusses the implications of this ideology. (Author/AM)

The author reviews predictions for personnel in higher education, reviews the state of the art and charts a course for the work to be done. (Editor)

Arguing that the personnel manager will increasingly have to become a change agent and process consultant, the author discusses tasks involved and skills required for the new role. A shift in focus toward top management as the primary client and utilization of more flexible intervention into organizational processes are predicted. (JT)

A college dean surveys possible effects of collective bargaining in terms of administrator role change; faculty evaluation and rewards; use of faculty competition for teaching, research, and community service; transfer of power to younger faculty; rejection of research as advancement criteria; intensification of tenure and fiscal problems. (JT)

Noting the need to define the terms used for policies which are changing the role of admissions offices, the author defines "open admissions" as "universal opportunity for post-secondary schooling" and points out changes in the core tasks of recruiting, selecting, counseling, and management of student records and data. (JT)

Discusses differences between collective negotiations in the private sector and public sector and offers suggested guidelines for school board members and district administrators to follow in preparing for negotiations. (JG)