Describes a course in psychiatric administration which is part of a "standard" psychiatric residency training program. The course combined both didactic and experiential learning for senior residents performing administrative duties for the first time. Includes details of each week's seminar. Discusses course evaluation by both teachers and…

Reports on a study of 14 elementary and secondary schools, showing that incentives encourage teachers to continue innovative practices. Notes that principals are in the best position to provide incentives and considers the nature of incentives for both principals and teachers. (PGD)

Surveyed social work administrators to examine the transition they made from a clinical to an administrative role. Findings suggest transition may be caused by lack of promotional opportunities for clinicians; continued clinical involvement by administrators; and little difficulty experienced in transition period. (Author/JAC)

A recent survey of some 3,000 administrators across the United States revealed a wide range of textbook selection procedures. (WD)

Since the creative group is the agent for change, for developing innovative responses, a manager must create a climate in which a creative group can flourish. There are three steps to this process: setting the course, focusing the forces, and making the decision. Leadership and decision-making techniques already developed can aid in this process.…

Seeks to define the role of community college presidents as opinion leaders and active community participants. Identifies the attributes necessary for effective community participation and points to time constraints and the need to adopt controversial positions as possible drawbacks. Urges presidential commitment and responsibility to the…

Studied the coping methods of 20 female higher education administrators who combined career and family roles. Results indicated that they were efficient but had to make sacrifices and lower standards, such as delaying writing for publication, obtaining advanced degrees, and taking vacations. (JAC)

Presents the results of a survey of Rhode Island school principals concerning their awareness of their legal duties and authority in censorship cases. (RL)

Presents suggestions for administrators to follow at the local level in dealing effectively with conditions in the 1980s. Lists what we now know about schools and the situations in the present decade that will contribute to educational change. (Author/WD)

After briefly reviewing theories of organizational stress management, particularly those of Harry Levinson, the author suggests several practical techniques school administrators can use to alleviate teacher job stress. (SJL)

Offers strategies, based on six value systems, to reduce employee turnover. Maintains that understanding the value systems of people as they relate to jobs is the key to improving the selection process, and that employees should be chosen in accordance with how well their value systems match their work and work environments.

An institution's chief academic officer can encourage faculty to be responsive to student enthusiasm for experiential learning. Faculty participation in policy formation should be encouraged, keeping these standards close to all other educational standards. (MSE)

The growing interest of European institutions of higher education in the question of training and developing administrators is addressed. Topics include: the nature of the challenges; the progress and problems encountered to date; reflections of the possible scope of training; and practical directions for administrator development. (Author/JMD)

Principals and counselors can work together to prevent stress and burnout in teachers, resulting in a healthier school climate. This article suggests five objectives that can provide a basis for program building. (Author/WD)

The author defines a support curriculum for hearing impaired mainstreamed students; and considers the role of four categories of people--administration, classroom teachers, supportive personnel, and students. It is concluded that a support curriculum is one that is comprehensive, creative, flexible, and realistic. (SB)