The group structure or advisory council model advocated by community educators enables individuals to have input into the goals of the organization and thus maintain a balance between the needs of all groups within the school community and the needs of the school. (Author)

This article reports a study undertaken with two major purposes: to develop a profile of the ideal dean of education and to discover the impact of the Ryan Act upon the relative power of the dean of education within the higher education setting. (Author)

Discusses the changes in management patterns and skills demanded by the community-integrated college, where the community at large is the college community. Skills needed in the new environment include organization, precision, group leadership and tolerance for ambiguity. (AYC)

This article focuses on one principal's efforts to cope with a conflict situation involving a teacher and to confront his own limitations in perspective and role. The story unfolds through his own narrative, commentary on that narrative, and dialogue with a consultant. (Author/DS)

This article describes some of the promising national and local efforts addressing particular facets of health education. The author notes that none of these programs can stand alone as comprehensive. Principals and teachers must be prepared to create a curriculum appropriate for their particular school. (Author/DS)

Evaluates the reasons for the conflict between suburban school students and administrators that began in the 1960's and ended abruptly in 1973. Also explains how these conflicts were overcome and the net outcome of the student administrator conflict. (RK)

Findings of research studies on the high school industrial arts department head, including studies related to selection, duties, role conflicts, and preparation, are summarized briefly. (MP)

Using a Decision Analysis Chart, the board and the superintendent determine which decisions are the superintendent's, which are the board's, and which are shared and to what degree. A similar determination of responsibilities is made between the central administration and the principals and within the schools. (IRT)

Seven basic activities performed by social service agency administrators are identified: planning, controlling, coordinating, directing, representing, staffing, and negotiating. Specific behavioral outcomes and objectives serving as a model for graduate student education and training are developed and recommendations for curriculum design are…

Literature from the broad field of administration was examined by the authors for clues to pressure groups and other factors operating in policy- and decision-making situations in vocational education administration in schools. Eight major sources of pressure and ways that administrators respond to them are given. (MF)

Problems in maintaining high academic standards in established veterinary schools are discussed in this speech. Mechanisms used to attract and keep high caliber faculty are described, including fostering an atmosphere of academic freedom and excellence that will encourage leadership. (LBH)

In improving board performance, the nub of the issue is perceiving the board's functions as multiple: among other things as legal corporation, supreme court, board of inquiry, stabilizers, planners, and energizers. Also critical: unhurried recruitment, systematic orientation, judicious deployment. (Editor)

Sample questions from a perspective donor to a college administrator are presented that deal with institutional mission, how well the trustees are informed, faculty age, administrator background in management, use of past foundation grants, institutional flexibility, and student values and priorities. (LBH)

Current decision-making practices at a sample of institutions offer suggestions about desirable faculty and administrator roles in the planning process. (Author/LBH)

Discusses the following five methods, used by principals, to cope with teachers' educational mistakes: (1) deployment of other teachers as observers; (2) detente--using other teachers to help the troubled teacher; (3) determination that there is cause for dismissal; (4) evaluating and documenting the teachers as unsatisfactory; and (5) formal…