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This is a collection of six papers on critical issues in library management presented at the annual Allerton Park Conference (35th, October 24-26, 1993) sponsored by the University of Illinois at Urbana-Champaign, Graduate School of Library and Information Science. The first paper, "Learning about Leadership: What Works in Modern Organizations" (Barbara B. Moran) covers current concepts relevant to those seeking to provide leadership in libraries. The second paper, "The Leader as Decision-Maker: When Centralized Decisions Become Imperative" (Herbert S. White) discusses characteristics of the library director and the need for decision-making. The third paper, "Staff as Decision-Makers: The Merits of Decentralized Decision-Making" (Maurice P. Marchant) provides an alternate view of library personnel as important contributors to the decision- making process. The fourth paper, "Making Human Resource Decisions" (Richard E. Rubin) focuses on identifying information sources, as well as psychological and social factors, involved in human resource decisions. The fifth paper, "The Role of Leadership in Planning: A Frank and Candid Analysis of the Realities of Planning in the Public Sector" (Nancy Bolt) examines advantages and disadvantages of five planning processes. The sixth paper, "Remembrances of Things Past" (Tom Eadie) addresses the environment in which leadership and decision-making occurs. All papers contain references. (AEF)

This document consists of synopses of selected presentations on the nurse educator's challenge in preparing the workforce for the 21st century that were made during the 1998 meeting of the Council on Collegiate Education for Nursing. In her paper "Redesigning Health Care Delivery," Karlene Kerfoot described changes in health care delivery systems and emphasized the role of nurses in redesigning health care delivery. Mary Ann Parsons spoke of how serious experimentation with curriculum begins only after a significant number of leaders have accepted the new beliefs underpinning reform. Joellen Edwards reviewed selected education and practice models. Gloria R. Smith explored the nursing educator's challenges in the new system of integrated health care. Patsy Turner reviewed some of the predicted changes in nursing and urged associate degree educators to use the predictions in preparing the future nursing workforce. Linda C. Hodges focused on current and future needs for nurses who have completed doctoral programs. Barbara R. Heller examined the following trends transforming nursing education and higher education at the end of the 20th century: (1) continuing turbulence in the health care delivery system; (2) shifting nursing student and patient demographics; (3) the explosion of instructional and clinical technology; and (4) the globalization of health care. (MN)

The question of whether human resource development (HRD) should assume a leadership role in social responsibility has not been seriously or rigorously addressed in the HRD literature. As a multidisciplinary field, HRD is influenced not only by societal needs but also by underlying disciplines, including economics, psychology, general systems, ethics, and sociology. Both as an organizational function and as a stand-alone profession, HRD plays a principal role in enhancing organizations' long-term sustainability and has the potential to help cultivate organizations and people that positively influence communities, society, and the environment. The influence that economic and psychological theory have had on HRD and the world views that have influenced HRD require review and redefinition so that HRD professionals can clarify and improve their understanding of their potential contributions and responsibility to society. In the long run, those HRD professionals and academics who respond to the challenge of social responsibility will prove most successful not because it is the right thing to do but because organizations that add value to external clients and society will likely add value to themselves and their shareholders. As a profession, HRD has a collective conscience that provides the catalyst for leadership in social responsibility. (Contains 37 references.) (MN)

The ten papers included in this monograph relate to some of the important concerns dealing with leadership and management in vocational education. Each paper, while addressed to the occupational education scene of the early 1980s, has the remaining years of this century in mind--a strong futuristic undercurrent. Topics covered by the various authors include the following: the Vocational Education Leadership Institute; leadership in education; relating vocational education to the entire educational system; federal legislation and vocational education; articulation between secondary and postsecondary vocational education institutions; the role of the vocational education curriculum worker; the problems of vocational education leadership; and planning a public relations program. (KC)

The work of the adult educators, Moses Coady in Novia Scotia (1920s and 1930s) and Paulo Freire in Brazil (1950s and 1960s) can be examined comparatively. Both men viewed adult education as a tool for social change. Both responded to endemic poverty, dysfunctional outside control, and lack of cooperative initiative from within. They would agree that the chronically poor see themselves as having the problem and do not attempt to find in themselves the solution. Both concluded that only the poor could effect meaningful change for themselves. The two men saw education as a process to examine what has gone wrong and what needs to be done. In the Coadian and Freierian philosophies, the learner's position is central, but not separate from the general community. The first goal in bringing about social change is to develop critical awareness on the part of the poor. Literacy education forms the contextual focus of Freire's efforts to promote the poor's active awareness; Coady's participants learn skills of economic cooperation to achieve active social awareness. Leadership for Freire and Coady is more a matter of being a change agent than a teacher. The differences between the two seem to be ones of degree, not of kind. (CSS)

This bibliography is a selected reference source on the life, politics, philosophy, and works of Mao Tse-tung. It contains 800 documents in Chinese, Japanese, and Western languages that were selected from monographs and journal articles. Most of the entries pertain to Mao's role after 1949 when he emerged as the new leader in Mainland China. The guide follows the major events of the postwar movements of Mao's new China as evidenced in the writings of Western and Eastern scholars and political analysis. All the materials are divided under four main categories: life, politics, thought, and works. Items under the politics category are further subdivided under topics such as administration, guerrilla warfare, party work, and power seizure. Materials are listed alphabetically by author within each section. Each entry includes the author if any, title and its translation if in a non-Western language, place of publication, publisher, imprint date, and pagination. An author cross-index is provided. (Author/ND)

Effective, "schoolwide" inclusion ensures the best outcomes for all students--but how can school teams knock down the barriers to inclusion and make sure it's happening across all classrooms? This concise book gives principals and other school leaders the solution they've been waiting for: a clear framework for leading inclusion efforts, monitoring their success, and facilitating consistent use of best practices. Developed by two veteran special education experts with a combined 70 years of experience, this guidebook breaks the inclusion process into concrete, manageable goals and shows how to accomplish each one by applying the authors' four-step STAR model. STAR model refers to: (1) Set the tone; (2) Translate research to practice; (3) Arrange for collaboration between professionals; and (4) Reflect on process and outcomes. Using this proven, research-based model, school leaders will collaborate with all members of the education team to: (1) implement Response to Intervention to help all students make progress toward learning standards; (2) align students' IEPs (Individualized Education Programs) with the general curriculum; (3) incorporate Universal Design principles into curricular materials and instructional methods; (4) select appropriate accommodations and modifications; (5) conduct effective screening and progress monitoring for all students; (6) include parents as collaborative partners; (7) prepare students to direct their own IEP processes; (8) get general educators fully on board with and involved in inclusion; (9) make the most of the school principal's leadership; and (10) maximize the benefits of peer supports. To meet each of these critical goals, school teams will refer to the book's handy STAR organizer, which lays out in chart form the specific steps needed to accomplish each task. Then they'll take action with suggested inclusion strategies and helpful photocopiable forms and tools, including a sample vision statement, an IEP meeting feedback form, a survey on professional development priorities, and self-assessment tools so schools can see how effectively they're implementing the STAR model. The ultimate resource for education teams as they lead the way to schoolwide inclusion, this innovative guidebook is key to supporting the vision and values of inclusive education. Schools will have the practical, down-to-earth model they need to establish or improve inclusive practices, and "all" students will have the education they need to reach their full potential. An index is included. [Foreword by William Bursuck.]

This symposium on leadership development consists of three presentations. "Organizational Performance: The Future Focus of Leadership Development Programs" (Doris B. Collins) reports research that analyzed 54 leadership studies from 1984-2000 and confirmed that organizations have begun to take a more systemic approach to leadership development. "Hidden Dimension of Leadership Success: Implications for Building Effective Leaders" (Anne Khoury), a theory paper, proposes that the hidden dimensions are personal credibility and self efficacy and defines a successful leader in this model as one who can inspire others and turn aspiration into action to accomplish business results. "A Study of Leadership Roles, Styles, Delegation, and Qualities of Indian CEOs (Chief Executive Officers)" (T. V. Rao, Raju Rao, Soumya Dixit) addresses a study that found that Indian CEOs were good at managing their seniors, but weak in inspiring and developing their subordinates, culture building, and long-term goal setting; their leadership styles were largely developmental; delegation, activity level, positive thinking, communications were their strengths; and reactiveness, irritability, low empathy, patience, and participative nature were weak areas. Two of the papers include substantial bibliographies. (YLB)

This research report presents five papers offering Finnish, Swedish, Norwegian, and Australian views of educational issues. The first paper, "Nursery School Leadership--A Forgotten Leadership" (Margareth Drakenberg), discusses societal changes in Sweden, characteristics of Swedish Child Care Service, literature on leadership styles and organizational development, and results of interviews with 30 nursery school leaders which indicated that person-oriented duties such as human resource management and problem solving were the most difficult to handle and the most time consuming. In an essay titled "Research and Teaching: Vision and Reality," Bruce A. Jeans examines ideology and prejudice, university staff, program design and content, diversity and uniformity in teaching, academic freedom, essential features of research, research paradigms, and performance appraisal. "An Outline for a Model of Teachers' Pedagogical Thinking" (Pertti Kansanen) describes a research project which sought to find out how teachers move in their thinking from the descriptive to the normative. "Didactics: From Art to Science" (Tomas Kroksmark) outlines the interrelationship among methodology, didactics, and pedagogy. "Learning/Instruction Issues in Basic Skills" (Nils Sovik) concentrates on tasks related to basic skills curricula and the competence of the teachers who have responsibility for organizing, processing, and evaluating the learning/instruction program in arithmetic, reading, and writing. (JDD)

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

This document contains five papers examining the meaning and operation of leadership as a variable affecting student achievement in further education colleges in the United Kingdom. "Introduction" (Chris Horsfall) discusses school effectiveness studies' findings regarding the relationship between leadership and effective schools, distinguishes "management" from "leadership," and introduces the remaining papers. "Leadership in Further Education: A Summary Report from a Review of the Literature" (Stephen J. Sawbridge) focuses on the following topics: what the term "leadership" means; what leaders look like; what leaders do; who leaders are; and how leadership affects student outcomes. "A Shift from Management to Leadership" (Alan Hooper) examines the following topics: the shift from management to leadership; leadership competencies; and the behavior of effective change leaders. "'It All Goes Wrong in the Middle': A Reassessment of the Influence of College Structures on Middle Managers" (Loraine Powell) reports on the implications of a study of middle managers' perceptions of their role and work for extending middle managers' repertoire through management development. "Team Leaders Make a Difference in Raising Achievement!" (Chris Horsfall) describes the development of a short training course for FE managers and reports on other plans to raise student achievement through leadership development. Most papers include substantial bibliographies. (MN)

Three presentations are provided from Symposium 15, Management Development, of the Academy of Human Resource Development (HRD) 2000 Conference Proceedings. "Conceptualizing Global Leadership from Multiple Perspectives: An Analysis of Behavioral Ratings" (Allan H. Church) examines the underlying nature of global leadership behavior using multi-rater feedback data from senior managers, direct reports, peers, and supervisors of a large global automotive industry organization. Its findings suggest the importance of a systemic learning orientation and show non-standard differences by rater type. "Comparing Managerial Careers, Management Development and Management Education in the United Kingdom with the United States: Some Theoretical and Practical Implications" (Graeme Martin, Mark Butler) addresses three lines of questioning: the new rhetoric of careers in the new economy, evidence on changing organizational forms and implications for careers and management development and education, and the future of management education and role of business schools. "The Impact of Facilitative Leadership: Multi-Rater Measurement of Behavioral Outcomes" (Valerie L. Weisman) reveals these study outcomes: perceived facilitative behaviors are critical in best practices of leaders; performance outcomes of leaders and members are linked; multi-rater feedback measures are important; and the facilitative managerial-leadership model is very effective in harnessing resources and human capital to meet business challenge. The papers contain reference sections. (YLB)

Three presentations are provided from the Academy of Human Resource Development (HRD) 2000 Conference Proceedings. "Leadership Development: A Review of the Theory and Literature" (Susan A. Lynham) has four parts that analyze the leadership development process: the present state of the available body of knowledge on leadership development; core knowns in the body of literature; key "voids" or "unknowns" in the literature; and contributions to and possible implications of the insights gained for future HRD research. "Developing Workplace Leaders through Their Emotional Reactions: Creating Committed Change Agents To Build a Learning Organization" (Darren C. Short, Peter Jarvis) explores the concept and design of leadership development at an emotional level (learning through emotional reactions) and describes a program of book readings, group discussions, and reflective writing. Wider implications for HRD are raised. "Investigation of a Leadership Development Program" (Brad D. Lafferty, Christina L. Lafferty) used Sashkin's Visionary Leadership Theory (VLT) to study whether leadership training at a certificated military leadership school affects individual leadership style and characteristics. It offers findings that support VLT and suggests that exposure to the transformational leader has long-term effects that continue beyond the training intervention. The papers contain reference sections. (YLB)

This document contains 19 papers on gender, innovation, and education in Latin America. The following papers are included: "Introduction" (Ingrid Jung); "Reflections on the Gender Perspective in Experiences of Non-Formal Education with Women" (Lilian Celiberti); "Gender and Innovation" (Graciela Messina); "Towards a Pedagogy of Education Programmes for Grassroots Women" (Miryan Zuniga E.); "The Education Dimension in Projects with Women" (Manuel Bastias U.); "Everyday Violence and Women's Education in Latin America" (Linda King); "Participatory Action Research from a Gender Perspective: A Methodology" (Clara Ines Mazo Lopez); "A Gender Education Programme for Women and Men" (Cecilia Barraza); "Self-Diagnosis for Peasant Women" (Carmen Llanos Badaui); "Gender and Development among Peasant Women" (Josefa Ramirez); "Salvadorian Women and Feminist Theory in Popular Education" (Norma Vazquez); "The Motherhood We Experience and Want: An Experience with Working Women" (Maria de Lourdes Valenzuela); "Women Leaders for Women Victims of War" (Yanet Palomino); "Legal Facilitators School" (Hogla Teruel); "Rural Women as Actors in Development: The Training of Leaders" (Irma Estela Aguirre); "A School for Grassroots Women Leaders" (Ana Maria Robles); "Peasant and Indigenous Women's Social and Political Participation" (Vivian Gavilan); "Family Leaders for Health Development" (Angela Rocio Acosta); "Women and Local Development in Popular Sectors in Urban Areas" (Valeria Sanchez); and "Self-Management in Indigenous Women's Handicrafts Micro-Businesses" (Mireya Barrios Rosso). Five papers contain substantial bibliographies. Lists of abbreviations and contributors are appended. (MN)

The 21 papers in this monograph on rehabilitation of minority persons with disabilities are organized into four sections which focus on: (1) perspectives of policy and practice; (2) challenges and opportunities in rehabilitation of diverse individuals; (3) cultural diversity's challenges to service delivery; and (4) strategies for empowerment. Papers are: "Remembering the Old: Looking Forward to the New" (George Covington); "Stand and Deliver: Multiculturalism and Special Education Reform in the Early Twenty-First Century" (Theda Wiles Zawaiza); "New Leadership for a New Era" (Robert R. Davila); "Embracing Cultural Diversity in the Rehabilitation System" (William Tainter et al.); "Diversity: A Continuing Rehabilitation Challenge and Opportunity" (Bobbie J. Atkins); "Barriers to Multicultural Understanding: Improving University Rehabilitation Counselor Education Programs" (Martin G. Brodwin); "Implementation of Rehabilitation Counselor Training Programs at Historically Black Colleges and Universities" (Madan M. Kundu); "Rehabilitation Counseling for Asian Americans: Psychological and Social Considerations" (George K. Hong); "Skills Development for Multicultural Rehabilitation Counseling: A Quality of Life Perspective" (Leo M. Orange); "African American Women with Disabilities: An Overview" (Eddie Glenn); "Historically Black Colleges and Universities and the Impact of Section 21" (Frank L. Giles); "Asian American Children in Special Education: A Need for Multidimensional Collaboration" (Ji-Mei Chang); "Problems of Providing Services to Persons with Disabilities from Minority Groups" (Carl Douthitt); "The Illinois Department of Rehabilitation Services: A Model for Empowerment and Service Delivery" (Audrey L. McCrimon); "Outreach Services for American Indians" (Priscilla R. Sanderson); "Perspectives of Rehabilitation Services in the City of Los Angeles" (Betty Wilson); "Embracing Diversity in the Delivery of Rehabilitation and Related Services" (Emilio Perez and Phyllis Gordon); "Leadership and Empowerment" (Claudie Grant); "The Leadership Responsibilities of People of Color with Impairments in the 21st Century" (Barbara Hardaway); "Request for Proposals (RFP's): Strategies for Successful Proposal Development in the Field of Rehabilitation" (Henry Williams); and "Building Networks in the Latino Community: A Mechanism for Empowerment" (Lucy Wong-Hernandez). (DB)

This collection of papers investigates change and compares university education experiences worldwide, looking at it from the perspective of numbers of students, range of institutions, funding, institutional functions, boundaries, and directions, orientation of students and staff, and institutional change. After an introduction by Tom Schuler, editor, chapters include: (1) "A Thirty-Year Perspective: From the Sixties to the Nineties" (Leslie Wagner); (2) "The View from Further Education" (Jenny Shaekleton); (3) "Less Control and More Vocationalism: The Australian and New Zealand Experience" (Craig McInnis); (4) "Future Patterns of Teaching and Learning" (Alistair MacFarlane); (5) Increasing Equity in Higher Education: Strategies and Lessons from International Experience" (Thomas Owen Eisemon and Jamil Salmi); (6) "Changing Leadership in Universities" (Robin Middlehurst); (7) "Evolving Roles and Responsibilities: The University in Africa" (Alison Girdwood); (8) "From the Collegial Academy to Corporate Enterprise: The Changing Cultures of Universities" (Ian McNay); (9) "Pay as You Learn? Students in the Changing University" (Christine King); (10) "Changing the Culture of Scholarship to the Culture of Teaching: An American Perspective" (Stephen Brookfield); (11) "Funding a Changing System" (Gwynneth Rigby); (12) "Thinking European: Is UK Higher Education Out of Step?" (John Field); (13) "Funding, Access and Teaching: The Canadian Experience of a Mass System of Higher Education" (Hans Schuetze); and (14) "The Social and Political Vocation of the University in the Global Age" (Radim Palous). (Contains approximately 200 references.) (BF)

This publication contains three papers originally presented at the 1991 convention of the University Council for Educational Administration (UCEA), which examine the changing professoriate in educational administration. In "The Creation of Constructive Conflict Within Educational Administration Departments," Walter H. Gmelch discusses the issues that educational administration chairs must recognize in order to resolve conflicts within their departments, and focuses on the role of department chairs as mediators of conflict. "Improving the Quality of Schooling: The Deming Philosophy and Educational Administration," by Jess E. House, proposes that professors of educational administration adopt Deming's organizational-management philosophy to transform American schooling. In "The Role of Professors in Shaping the Institutional Bases of an Educational Reform: The Cases of School-Based Management," Rodney T. Ogawa and E. Ann Adams present findings of a study that was part of a larger study that described how school-based management was developed and promoted in the United States. This paper focuses on the role of college and university professors in that process. References accompany each chapter. (LMI)

This document explores the application of the community education process to restructuring activities at both the state and local level. The monograph contains the following papers: "In the Forefront of Restructuring" (Larry Decker, Valerie Romney); "Building Learning Communities: Realities of Educational Restructuring" (Larry Decker); "The Community Education Ethos: Relationship of Principles to Practice" (Donald Weaver); "Community Education in Educational Reform" (William Hetrick); "Restructuring Schools with the Forgotten Solution: Community Education" (T. R. Anderson, John Jeffrey); "National Education Leaders Speak Out on Community Education" (Larry Decker, Donna Schoeny); "America 2000 and Community Education" (Carl Jensen); "Promises to Keep: Can America 2000 Deliver What American Students Need?" (Susan Hall); "The 'Sleeper' in America 2000" (David Seeley); "Legislative Leadership for Educational Reform" (John Myers); "Community Education and Educational Reform: Where the States Are Now" (Linda Moore); "South Carolina's Total Quality Education: A State Model for Community Education" (Barbara Nielsen, Nancy Dunlap); "Kentucky's Family Resource and Youth Service Centers: An Expanded Role for Community Education" (Ruby Layson); "Community Education: A Foundation for Educational Reform in Ohio" (Sherry Mullett); "Effective Schools and Community Education: A Partnership for Educational Change" (Jacquelyn Rochford); "Community Education: Adapting to the Needs of an Urban Community" (Hugh Rohrer, Dan Cady); "School and Community Working Together: Community Education in Springfield" (Susan Freedman, Peter Negroni); "Community Education in Alabama" (Harry Toothaker); "Community Education Capacity Building: 1991 National Needs Assessment" (Valerie Romney); "The Evolutionary Image versus the Existing State" (S. McCune); "A Call for Action" (Larry Decker, Valerie Romney); and "Epilogue" (James Cooper). The document also includes 64 references and descriptions of the National Coalition for Community Education, National Community Education Association, and National Committee for Citizens in Education. (NLA)

The essays in this volume have been selected from papers presented at the 13th World Conference of the World Council for Curriculum and Instruction. The first WCCI Conference held in England in 1974, was followed by conferences in Turkey, the Philippines, Canada, Japan, the Netherlands, Egypt, India, Thailand, Spain, Australia, and again, the Philippines. The theme of the 13th World Conference, held in Antalya, Turkey was "Creating a Global Culture of Peace: Strategies for Curriculum, Development and Implementation". The nineteen papers in this volume are written by authors from nine different countries. Essays one through four are keynote addresses. The nineteen articles in this collection are: (1) Alliance of Civilizations for a Global Culture of Peace (Mehmet Aydin); (2) Education for a Culture of Peace in a Globalised World--Strategies for Curriculum Development and Implementation (Birgit Brock-Utne); (3) Sustainable Entrepreneurship and Intercultural Enlightenment: Nexus of Global Peace (Terrence Barber); (4) Building Alliances for a Culture of Peace through Dialogue and Action, Alice Miel Lecture (Dalisay G. Brawner); (5) Plurilingualism and Pluriculturalism in Foreign Language Teaching: The Contributions of the CEFR (Bengu Aksu Atac); (6) Peace in Society during the "Turkish Enlightenment" Age: The Experience of Village Institutes (Mualla Bilgin Aksu); (7) Whole-School Learning Effective Strategies Learned From the Border Patrol Police Schools of Thailand Reform (Pimpan Dachakupt); (8) Integrating Peace Education into Language Teaching Methodology (Lknur Pekkanli Egel); (9) Strategies and Challenges for Global Education Curriculum (Noorjehan N. Ganihar); (10) Global Leadership Strategies and Executive Coaching as Contingency Approaches to Create and Build a Culture of Peace within Organizations (Jim Goodrich and Jay Finkelman); (11) Mobile 2.0: Shifting Educational Paradigms through mLearning (Michael Higgins and Shudong Wang); (12) Dealing with Cybermbullying in Schools in the United States: A New Challenge for Educators (A. Zaidy Mohdzain); (13) Urgent Responses to the HIV/AIDS Pandemic by a School and a Community-Home-Based Organization (Remedios Nalundasan-Abijan); (14) Blind Spots in Pre-Primary Education (Grace Chibiko Oforma, Julie Ibiam, Patricia Nkechi Uzoegwu and Uche Igbokwe); (15) The Impact of Asian-American Female Educational Leaders on Student Achievement As It Relates To Global Concerns on Gender Equality and Social Justice (Dina C. Pacis); (16) Highly Integrated Educational Environment as a Precondition for Multidisciplinary Education (Yulia Stukalina); (17) Global Warming and Climate Change: Awareness and Actions of Indian Higher Secondary Students (Geetha Janet Vitus); (18) Preparing Ethical Leaders for a Caring School Community (Roger Wiemers and Tammy Shutt); and (19) A Peace Education Model: Cellular Peace (Alev Yemenici). Individual papers contain references, figures, appendices, and tables.

This volume presents the 2010 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This year's theme is "Promoting Critical Ideas of Leadership, Culture and Diversity." This yearbook contains five parts. Part 1, Invited Chapters, includes the following: (1) President's Message: Critical Issues in Leadership (Joe Pacha); and (2) It's Not the Bicycle, It's the Ride: Eight NCPEA Living Legends Respond (Living Legend 2009) (Theodore Creighton, Marilyn Grady, Louis Wildman, Robert Beach, Rosemary Papa, Martha McCarthy, Charles Achilles and John Hoyle). Part 2, Critical Issues in Education Leadership Preparation, includes the following: (3) Cohort Cohesiveness or Collective Chaos? Groupthink Phenomenon in the Preparation of Educational Leaders (Marla Susman Israel, Judith Docekal and Beverly B. Kasper); (4) Revisiting and Redesigning a Faculty-Developed Team Instructional Model (Patricia Ann Marcellino); (5) Developmental Skills Assessment for Future Superintendents (Lynn K. Bradshaw and Kermit Buckner); and (6) Advocating for Quality Programs: A Critical Issue in Leadership Preparation (Judith A. Zimmerman, Carol Engler, A. William Place and Anita Varrati). Part 3, Critical Issues in Leadership, includes the following: (7) Transformational Leadership: Research, Effects, and Applications (Fred C. Lunenburg); (8) Critical Issues for Leadership: Early Transition of Implementation to a Professional Learning Community, A Conceptual Design (Caryn M. Wells); (9) Reconciling Supervisory Beliefs and Behaviors: A Case Study about a Collaborative Performance Appraisal Initiative (Michael Chirichello and Kevin J. Walsh); (10) High School Athletic Director Roles: Views from Rural School Superintendents (Joe F. Young, Jr., Stacy Edmonson and John R. Slate); (11) A Social Justice Framework for Navigating the Sea Change in Public School Life (Carol A. Mullen); (12) Meeting Critical Academic and Socioemotional Needs of Middle School Students: A Case Study Illuminating a Middle School Principal's Successful Practices (Betty Alford); (13) Reasons Small Schools are Successful with Student Achievement: Themes from High Student Achievement School Districts (Pauline M. Sampson, Ralph L. Marshall and Lee Stewart); (14) What Critical Issues Do Principal Preparation Programs Need to Address in Business and Community School Partnerships? (Peggy B. Gill, Wesley D. Hickey and Genie Linn); and (15) Collective Efficacy and the Teacher Leadership Academy: A Case Study (Lloyd C. Kilmer and Diane Funke-Schumacher). Part 4, Critical Issues in Management, includes the following: (16) School Safety: A Critical Issue for Leadership at the Summit (Brant T. Graham, E. Jane Irons, Nancy Leffel Carlson and Charles L. Nix); (17) Effects of Principal's Pay and Pay Satisfaction for Student Achievement at the Elementary School Level (I. Phillip Young, Karen Holsey Young, Maiyoua Vang and Jose M. Castaneda); (18) Students with Special Learning Needs and the 65% Instructional Expenditure Ratio Mandate (Timothy B. Jones and John R. Slate); and (19) The Relationship of School District Size to Academic Performance and Cost Expenditures in Alabama's Public Schools (Ronald Lindahl). Part 5, Critical Issues in Curriculum, includes the following: (20) The Quandary of Best Practices in Curriculum: Critical Issue for Educational Leaders (Vance Vaughn and Ross Sherman); (21) A Critical Issue for School Leaders: Promoting Math Achievement through the Development of Student Resiliency (Mona Chadwick, Sandra Harris and Michael H. Hopson); and (22) Improving Rural Student Writing: A Critical Leadership Issue (Shirley J. Mills and Jody C. Isernhagen). An author index is included. Individual papers contain tables, figures, references and appendices.

This book contains 22 papers on reflective learning in practice. The following papers are included: "Our Purpose" (Ann Brockbank, Ian McGill, Nic Beech); "The Nature and Context of Learning" (Ann Brockbank, Ian McGill, Nic Beech); "Reflective Learning and Organizations" (Ann Brockbank, Ian McGill, Nic Beech); "Reflective Learning in Practice" (Ann Brockbank, Ian McGill, Nic Beech); "Themes of Reflective Learning" (Ann Brockbank, Ian McGill, Nic Beech); "Learning and Performance Management at Sterling Bank" (Ann Brockbank, James Hill); "Learning with Sainsbury's during the 1990s" (David Muskett); "Learning to Manage Change in Health Service" (Tom Bourner, Sue O'Hara, Trix Webber); "Leadership Learning at Novartis" (Ian Ritchie); "Pearl Assurance Better by Miles" (Tom Heywood);"IMPACT (Improved Managerial Performance as a Result of Continuous Training) at Thus plc" (Peter McInnes, Anne Shiels, Stephen Davis); "e-Learning at Kodak" (Nigel Purse, Ann Brockbank); "Organizational Change and Learning at Allied Distillers" (Nic Beech, George Cairns, Tom Robertson); "Learning from the Evidence of Co-Inquiry Based Practice and Research: Explorations in Primary Care" (Susan Weil, Jyoti Bhandari, Sonal Shah); "Action Learning at the London Borough of Ealing" (Stella Binns, Ian McGill); "The Salford Cathedral Centre" (Joy Wanless); "Values Work in Health and Health Education" (Bob Sang); "A Life in Five Chapters" (Alison Lyon); "Creating a Learning Organization within Norwich Union" (Sue Dives); "Knowledge Management and CELT [Computerized Evaluative Learning Tool]" (Nic Beech, George Cairns, Gerry Kincaid); "Transformation Management: Developing Communities of Practice" (Ronnie Lessem); and "Conclusion" (Ann Brockbank, Ian McGill, Nic Beech). Twenty-nine tables/figures/boxes are included. The bibliography lists 160 references. (MN)

The 17 papers in this collection offer innovative pedagogical techniques to improve the learning of African American students with disabilities. Papers are grouped into three sections that address foundations of educational change, managing learning environments, and complementing the school environment. The papers are: (1) "School Accountability and Reform: Implications for African Americans with Exceptionalities (Festus Obiakor and Bridgie Ford); (2) "Legal Foundations of Special Education for African American Learners" (Elizabeth Dooley and Katherine Dooley); (3) "Functionalizing Assessment for African American Learners in General and Special Education Programs" (Cheryl Utley); (4) "Categorization: Impact on African American Learners with Exceptionalities" (Angela McIntosh); (5) "Instructional Strategies for African American Learners with Cognitive Disabilities" (Helen Byrd); (6) "Working with African American Students with Specific Learning Disabilities" (Patrick Grant and Pauline Grant); (7) "Interventions for African American Learners with Behavioral Problems" (Cathy Kea and others); (8) "Maximizing the Learning Potential of African American Learners with Gifts and Talents" (Vera Daniels); (9) "Communication Skills of African American Learners with Disabilities" (Martha Lue and others); (10) "Developing Self-Empowerment in African American Learners with Special Problems" (Festus Obiakor); (11) "Service Delivery for African American Young Children with Special Needs" (Regina Enwefa and Stephen Enwefa); (12) "African American Families: Equal Partners in General and Special Education" (Loretta Prater); (13) "African American Community Resources: Essential Educational Enhancers for African American Children and Youth" (Bridgie Ford); (14) "Transitioning African American High School Students with Disabilities" (Bertina Combes and Beth Durodoye); (15) "Teacher Preparation for African American Exceptional Learners: A Cultural-Historical Approach" (Stanley Trent); (16) "Culturally Responsive Leadership for African Americans with Exceptionalities" (Darrell Williams and others); and (17) "Summary Comments: Race, Class, Gender, and Exceptionality in of African American Learners" (Edgar Epps). (DB)

This book offers 26 papers by black male scholars that examine the experience of being a black man in the academy and demonstrate what black men have contributed to the scholarly enterprise. After a Foreword by the editor and an Introduction by Lee Jones, in Part 1, "Characteristics of the Academy," includes eight papers that cover topics such as: equity and parity in higher education policy; black administrators at white institutions; racial identity and historically black and historically white institutions; the language and scholarship of freedom and resistance; mastering historical, cultural, and social dialectical challenges; multicultural curricula; and institutional ethics. Part 2, "Navigating the Academy," focuses on black male psychology; African American men in various academic disciplines, preparing a university for diversity; the role of mentoring, the impact of American social systems on African American men; managing family and career; and working toward advanced degrees. Part 3, "Featured Scholarship," examines ancient Egyptian family and social organization, health counseling for black men; the personal costs of being a black male in academe; black male images in athletics; black male leadership; empowering black children; and the impact of the marketplace on ethnic minorities, business, and the government. (All papers contain references.) (SM)

This book contains 27 papers on the development of national standards for family and consumer sciences (FACS) education. The following papers are included: "Leadership for Change: Developing the National Standards" (Peggy Wild); "National Standards Model" (Wanda S. Fox); "Reasoning for Action" (Wanda S. Fox, Janet F. Laster); "Career, Community, and Family Connections" (Wendy L. Way); "Consumer and Family Resources" (Pat F. Zito, Roberta G. Brown); "Consumer Services" (Joan Quilling); "Early Childhood, Education, and Services" (Carolyn T. Drugge); "Facilities Management and Maintenance" (Paul A. Johnson); "Family" (M. Marty Rossmann); "Family and Community Services" (Marilyn Swierk, Christine B. Sweklo); "Food Production and Services" (Patricia Bohlender); "Food Science, Dietetics, and Nutrition" (Robert W. Cullen, Connie J. Ley, Susan P. Burge); "Hospitality, Tourism, and Recreation" (Deborah Breiter); "Housing, Interiors, and Furnishings" (Kim C. Datwyler, Joan R. McFadden, Troy Christensen); "Human Development" (Caryl Wogensen); "Interpersonal Relationships" (Cheryl L. Lee); "Nutrition and Wellness" (Sally J. Yahnke, Janice R. Wissman); "Parenting" (Ruth Thomas); "Textiles and Apparel" (Susan C. Reynolds, Diane L. Watson-Maile); "Family, Career, and Community Leaders of America" (Julie G. Bell); "Implementing Process in FACS Classrooms" (Anne W. Ashby, Madonna A. Conkin, Emily J. O'Connor); "Strategies for State Leadership" (Cynthia Arendt, Heather Boggs, Sharron Glasscock); "Using Scenario Assessments" (Marilyn H. Kucera, Bonnie G. Perkins);"Implications for Evaluation" (Roberta A. White, C. Michael Loyd); "Impetus for a Research Agenda" (Norma Bobbitt, June Youatt); "Influencing Public Policy" (Judith A. Hetherly); and "Charting Our Future Using National Standards: From Symbols to Action" (Ann Vail). Many papers include substantial bibliographies. (MN)

This is the fourth volume in a series describing 16 types of intelligent behavior called habits of mind. It presents a collection of papers that explain how communities, departments, teams, school districts, and school faculties can integrate the habits of mind into the school culture and sustain them. After "Series Foreword: Thinking on the Road of Life" (David Perkins), "Preface to the Series" (Arthur L. Costa and Bena Kallick), and "Preface to Book 4" (Arthur L. Costa and Bena Kallick), the seven papers are: (1) "Building Learning Organizations" (Arthur L. Costa and Bena Kallick); (2) "Constructing a Home for the Mind" (Arthur L. Costa and Bena Kallick); (3) "Bringing to Life a Vision" (Curtis Schnorr and Thommie DePinto Piercy); (4) "Infusing the Habits of Mind into a School Culture" (Deborah Hansen); (5) "Sharing a Wealth of Knowledge and Experience" (Arthur L. Costa and Bena Kallick); (6) "Sustaining a Focus on the Habits of Mind" (Arthur L. Costa and Bena Kallick); and (7) "Getting Started" (Arthur L. Costa and Bena Kallick). An appendix presents "Self-Assessing Your School" (Arthur L. Costa and Bena Kallick). (Contains a 70-item bibliography. Individual papers also contain references.) (SM)

This collection of seven papers provides a view of the future of educational leadership. Some of the articles deal with the life and world of the principal, while others discuss the issues involved in training educators to become effective educational leaders. The first study examines methods and structures for preparing educators and deals with the way novice teachers are prepared. The article presents some challenging ideas about the impact of negative behaviors on the supervisory process, and details an instrument that might serve as a useful tool for school administrators and university professors. The second article focuses on the preparation of school leaders. The third deals with the professional-development needs of principals relative to the use of technology. The following study shares ideas for combining assessment with technology through the use of electronic portfolios. The remaining articles deal with joint decision making, providing a thoughtful look at what it is, why it does and does not work, and what we might do to assist principals in engaging in this process; the relationship of emotional intelligence to effectiveness in the principalship; and the holistic role of leadership. (DFR)

The Task Force on Student Life and Alcohol Abuse of the American Association of State Colleges and Universities identified four models that have proven effective in combating alcohol abuse by students. These models include: social norming, peer education, student assistance programming, and environmental management. Every institution is different, and the model that proves effective at one may not work at another. In some cases, an institution may find a combination of model components to be more effective than one specific model. This paper and the discussion of the models is meant to be a guide to presidents as they strive to provide continuous and effective leadership. Four reports are included that focus on each of the approaches: (1) "Social Norms" (Michael P. Haines); (2)"A Case for Peer Education as an Essential Strategy for Alcohol Abuse Prevention and Other Student Health and Safety Initiatives" (Drew Hunter and David Hellstrom); (3) "Student Assistance Programs in Higher Education Settings" (George T. Watkins); and (4) "Program and Policy Approaches for Preventing Alcohol-Related Problems on Campus" (William DeJong). (SLD)

The purpose of this publication is to focus on issues in development and implementation of comprehensive guidance programs. To achieve this purpose a list of 10 of the most important issues was composed. The top 10 issues, in order of frequency of concern of leaders, are: (1) displacement of non-guidance tasks, including school counselors' appropriate role in standardized testing programs; (2) program accountability; (3) accountability for the quality of school counselor performance; (4) program advocacy; (5) leader empowerment; (6) enhancement of an existing comprehensive guidance program; (7) appropriate use of technology; (8) parent involvement, including responding to parents who are critical of the program; (9) program development process; and (10) enhancement of the cross-cultural competence of school counselors. This book includes monographs from 20 authors who helped identify the top issues in comprehensive guidance programs. In these monographs, the authors share specific examples of how they have responded or are responding to some aspect of a particular issue. The book concludes with a discussion of the catalysts for change identified in the monographs. Then, themes are identified that recur in the achievement of successful results. Lastly, implications are drawn from the leaders' empirical lessons. (Contains 2 appendixes, 3 tables, 8 figures, and 98 references.) (ADT)

This collection of 13 articles by vocational educators discusses issues that confront vocational education in the 1980s. It is designed for the practicing vocational teacher and for persons who are enrolled in preservice vocational education courses. Two major themes running through the papers are: (1) the need to keep existing vocational education programs current with the changing requirements and new technology of the work setting; and (2) to improve articulation between secondary and postsecondary vocational programs in order to serve the needs of workers for entry-level education and for retraining throughout life. Topics covered in the papers include teacher training; professionalism; bridging the gap between general and vocational education; leadership; vocational education to meet the needs of minority groups; special students; youth unemployment; learning styles; career guidance and job placement; cooperative work experiences; youth organizations; energy expectations of the future; and adapting human resources to changing technology. Most of the articles are written by practicing vocational classroom teachers. A list of the contributors and their credentials is included in the book. (KC)

Ten friends and colleagues of Warren J. Haas, former president of the Association of Research Libraries, contributed the nine papers in this Festschrift honoring Haas on the occasion of his 65th birthday and the tenth year of his leadership as president of the Council on Library Resources. The papers, which describe Haas's role in significant library developments of the last 25 years, are: (1) "Warren J. Haas: The University Years" (Patricia Battin); (2) "President, Council on Library Resources" (Deanna B. Marcum); (3) "The National Bibliographic Program" (C. Lee Jones); (4) "RLG (Research Libraries Group) Revisited" (Rutherford D. Rogers); (5) "In Pursuit of Preservation" (Peter G. Winterble); (6) "Professional Library Education" (Robert M. Hayes); (7) "The Foundation Connection" (James M. Morris); (8) "The Art of International Librarianship: The CLR-IFLA (Council on Library Resources-International Federation of Library Associations and Institutions) Style" (Herman Liebaers and Margreet Wijnstroom); and (9) "Warren J. Haas and the Influence of His Publications" (Martin M. Cummings). An introduction, a biographical sketch of Haas, and a subject/title index are included. (SD)

This book contains 17 papers, chosen from those presented within the last 2 years at the annual National Conference on Creating the Quality School, hosted by the Center for the Study of Small/Rural Schools at the University of Oklahoma. The papers are grouped into three sections: leadership for school improvement; classroom practices for school improvement; and innovation and continuous improvement: technology and total quality education (TQE) in school improvement. The papers include the following: (1) "Leadership Styles for Total Quality Schools" (Connie Ruhl-Smith, Bonnie M. Beyer); (2) "Perspectives on the Principal's Resolve as a Factor in Creating the Quality School" (Martin Jason); (3) "Trust: The Quality Required for Successful Management" (Martha Blake, Angus J. MacNeil); (4) "The Deliberative Opinion Caucus: Improving Quality in School Decision-Making" (Michael Connelly, Greg Moss); (5) "Conflict Resolution: An Option for Educators?" (Carolyn L. Tyree); (6) "An Intelligent Paradigm for Quality Education in Cross-Cultural Teaching and Learning Environments" (Kamal Dean Parhizgar); (7) "Collaborative Research Systemic Reform in Elementary Science Education Study" (Barbara A. Nye); (8) "Are Nongraded Programs Providing Students with a Quality Education? Some Answers from the School Success Study" (Barbara A. Nye); (9) "A Field Test of a Full Inclusion Project" (Feng S. Din); (10) "Rural School Personnel's Perception and Categorization of Children at Risk: A Multi-Methodological Account" (John Storer, Barbara L. Licklider); (11) "Quality Schools--Resilient Schools" (L. Kay Forsythe, Barbara L. Licklider); (12) "On-Line Learning and Authentic Assessment" (Lee Hodges, Riley Hodges); (13) "National Television News in Seven Districts" (Roy Nasstrom, Anne Gierok); (14) "Modeling Total Quality in the University Classroom" (Carol F. Baker); (15) "Modeling the Quality Classroom in Teacher Education" (R. Timothy Rush, Diane Galloway); (16) "Quality Schools through Quality Leadership" (James Machell, Dean Sorenson); and (17) "The Belle's of St. Mary's: A Rural Alternative School for Teenage Mothers" (Rebecca A. Lee-Grigg). (Contains references and name and subject indexes.) (SV)

This collection of papers examines the issue of minority and female deans in colleges of education, offering the current thinking by a group of minority and female deans of education. Part 1, "Changing Leadership: Tensions within Academic and Social Roles," presents the first four chapters: (1) "Surviving the Middle Passage: The Absent Legacy of African American Women Education Deans?" (Beverly Lindsay); (2) "The Contemporary Challenge: Family and Work Issues for Women in Higher Education" (Nancy Hensel); (3) "Recharting the Paths of Women and Minority Leaders: A Journey of Consequence" (Jane Stallings); and (4) "Deaning at a Historically Black Institution: Challenges, Opportunities, and Promise" (Portia H. Shields). Part 2, "Changing Schools: Issues of Power, Conflict, Race, and Gender," offers the last five chapters: (5) "A Profession at Risk: Changing the Image and Substance of Teacher Education" (Fannie Wiley Preston); (6) "Site-Based Management and Teacher Empowerment in Educational Reform: Can the Power be Shifted?" (Marilyn J. Haring); (7) "Academics and Cultural Excellence for African American Students: Imperatives for Public Education" (Hugh J. Scott); (8) "Developing a Multicultural Focus in Teacher Education: One Department's Story" (Barbara J. Shade); and (9) "Restructuring American Schools: A Perspective on Testing and Assessment" (Trevor E. Sewell and Constance V. Hines). (All papers contain references.) (SM)

This book contains 34 papers examining the theory, process, and outcomes of action learning at work. The following papers are included: "An Introduction to the Text" (Alan Mumford); "The Learning Equation" (Reg Revans); "Action Learning as a Vehicle for Learning" (Alan Mumford); "Placing Action Learning and Action Research in Context" (Cliff Bunning); "The Origins and Philosophy of International Management Centres" (Gordon Wills); "The IMC (International Management Centres) Experience" (Margaret Reid); "In Search of P" (David Sutton); "Personal and Professional Development" (Cliff Bunning); "Networking and Leadership" (Gordon Wills); "Turning Experience into Learning" (Cliff Bunning); "From Colleagues in Adversity to the Synergy of the Set" (Mike Mead); "Learning in Style: Reflections on an Action Learning MBA (Masters of Business Administration) Programme" (Brian Caiae); "Putting Learning Styles to Work" (Alan Mumford); "The Evaluative Assessment of Managerial Learning (EAML)" (Alan Mumford); "Learning Logs" (Alan Mumford); "The Five-year Continuing Review" (Alan Mumford); "Making Action Learning More Effective" (Geoffrey Prideaux); "Effective Set Advising" (Roger Bennett); "Action Learning Pan-setting" (Gordon Wills); "A Set within a Set" (Margaret Reid); "Managers Developing Others through Action Learning" (Alan Mumford); "Who Cross-Fertilizes Most on MBA Programmes?" (Carol Oliver et al.); "Management by Degrees" (James Espey, Pauline Batchelor); "Organizational and Business Development through Action Learning" (David Seekings, Brian Wilson);"Management Development through Action Learning" (James Kable); "Developing Skills for Matrix Management" (Alan Mumford, Peter Honey); "Developing the Top Team" (Alan Mumford); "Leading Courageous Managers On" (Lesley Gore, Kathryn Toledano, Gordon Wills); "Rediscovering Standards" (Abby Day, John Peters); "Operationalizing Total Quality" (John Peters); "Achieving Success in Postgraduate Action Research Programmes" (Cliff Bunning); "Measuring ROI (Return on Investment) from Management Action Learning" (Gordon Wills, Carol Oliver); "A Dialogue with Participants" (Krystyna Weinstein); "Intrapreneurship and Entrepreneurship amongst MBA Graduates" (Carol Oliver et al.); "Action Learning and Action Research in Management Education and Development" (Faith Howell); and "Rogue Learning on the Company Reservation" (Tom Reeves). Many papers include substantial bibliographies. (MN)

This book recounts the informal history of one educator's 20 years in administration. The stories describe common sense, nonsense, inspiration, and failures--reinforcing the idea that leaders should rely on experience, not books or lectures, to refine their leadership skills. The text tells stories about team work, admitting mistakes, listening to criticism, not making empty threats, spending more time solving problems than complaining about them, planning to be happy, choosing words carefully, supporting people important to the organization, helping senior colleagues, nurturing relationships, being a leader in different situations, picking up paper in the parking lot, treating people with respect, dating the boss, knowing when to tell people things they do not want to hear, being the difference in the lives of children, picking battles wisely, knowing when to laugh, promoting employees for the right reasons, remembering the gifts received during life, remembering why a job offer was made in the first place, respecting the opposition, solving problems as close to their point of origin as possible, speaking a few reasonable words, choosing wisely what information to share with a board, hiring the best people possible, treating other people's money with the highest respect, and using time wisely. (RJM)

This anthology contains 52 papers on racial and ethnic diversity in higher education and is designed to reflect the collective ideas of those who teach in this area. Generally the manuscripts present ways of observing and experiencing racial and ethnic difference in American higher education institutions. Articles in part I titled "Racial/Ethnic Diversity in Higher Education History," demonstrate how a history of exclusion has influenced past and present outcomes for people of color in higher education. Part II titled, "Curriculum Teaching, and Learning," contains readings that present a view from the perspective of individuals who have traditionally been excluded in the creation of knowledge presented in the college curriculum. Part III titled, "Students," contains readings on students of color, student retention, the first-year college experience, and socialization experiences. Part IV titled "Faculty," contains articles on faculty experience at four-year colleges. Part V on "Administration, Leadership and Governance," contains papers that address under-representation of racial and ethnic minority group leaders at all levels of higher education. Lastly, part VI, "Research Issues," contains papers that examine different theoretical frameworks to be considered in studying students and faculty. (Most papers contain references.) (JB)

This book presents 20 papers on the current status and future needs of disadvantaged minority students in the elementary, secondary, and higher education systems. Papers are grouped into four sections: current challenges to minority education; restructuring schools to foster minority student success; reforming higher education; and leadership imperatives. Papers are: (1) "An Educational System in Crisis" (Laura I. Rendon, Richard O. Hope); (2) "Education, the Economy, and Tomorrow's Workforce" (Ray Marshall, Robert W. Glover); (3) "Ending the Crisis in the K-12 System" (Jose A. Cardenas); (4) "Responding to the New Demographics in Higher Education" (Shirley Vining Brown); (5) "Changing State and Federal Roles in Improving Minority Education" (Dewayne Matthews); (6) "Understanding the Need for Restructuring" (Ruth S. Johnson); (7) "Promoting Effective Teaching for Diversity" (Vinetta C. Jones, Rochelle Clemson); (8) "Developing Alternatives to Tracking and Grading" (Jeannie Oakes, Martin Lipton); (9) "Strengthening Mathematics Education: Critical Skills for the New Majority" (Beverly J. Anderson); (10) "Involving Parents and Communities in School Reform" (Estrella M. Triana, Shirley M. Malcom); (11) "Indian Nations at Risk: An Educational Strategy for Action" (William G. Demmert, Jr.); (12) "Reflecting Inclusiveness in the College Curriculum" (Mildred Garcia, Daryl G. Smith); (13) "Closing the Gap between Two- and Four-Year Institutions" (Laura I. Rendon, Hector Garza); (14) "Developing a 'Pipeline' Recruitment Program for Minority Faculty" (Lionel A. Maldonado, Charles V. Willie); (15) "Ensuring Campus Climates that Embrace Diversity" (Shanette M. Harris, Michael T. Nettles); (16) "Expanding External Support for At-Risk Students" (L. Steven Swerling); (17) "Revitalizing Minority Colleges and Universities" (Richard O. Hope); (18) "Creating Schools for All Learners" (Tony Cipollone et al.); (19) "Creating a New Kind of Leadership for Campus Diversity" (Blandina Cardenas Ramirez); and (20) "Educating a New Majority: Mandate for the new Century" (Richard O. Hope, Laura I. Rendon). (Most papers contain references.) (DB)

This book presents nine papers about changing the way public higher education is governed. After providing an overview of the recent history of governance restructuring or renewal in public higher education in the United States, the book focuses on restructuring in five states: North Dakota, Massachusetts, Alaska, Maryland, and Minnesota. Part 1 presents general discussions of restructuring, Part 2 presents the five case studies, and Part 3 contains papers on the lessons of restructuring. The following papers are included: (1) "Restructuring and the Failure of Reform" (Terrence J. MacTaggart) and (2) "Methods, Objectives, and Consequences of Restructuring" (Richard J. Novak); (3) "Restructuring that Works: North Dakota" (Douglas M. Treadway); (4) "Where All Politics is Local: Massachusetts" (Patricia H. Crosson); (5) "Restructuring As a Way of Life: Alaska" (Patrick J. O'Rourke); (6) "The Human Side of Restructuring" Minnesota" (Terrence J. MacTaggart); and (7) "Restructuring and Its Aftermath: Maryland" (Robert Berdahl and Frank A. Schmidtlein); (8) "A Model for Successful Restructuring" (Aims C. McGuinness, Jr.); and (9) "Lessons for Leaders" (Terrence J. MacTaggart). (Chapters contain references.) (JLS)

The 31 papers in this volume address the requirements and qualities of leadership and leaders in the organization of the future. Papers are grouped into the following categories: Leading the Organization of the Future, Future Leaders in Action, Learning to Lead for Tomorrow, and Executives on the Future of Leadership. Some of the papers included are: (1) "The New Language of Organizing and Its Implications for Leaders" (Charles Handy); (2) "Leading the De-Jobbed Organization" (William Bridges); (3) "Leading from the Grass Roots" (Sally Helgesen); (4) "Creating Organizations with Many Leaders" (Gifford Pinchot); (5) "Leading Learning Organizations: The Bold, The Powerful, and The Invisible" (Peter M. Senge); (6) "Leadership and Organizational Culture" (Edgar H. Schein); (7)"Leading a Diverse Work Force" (John W. Work); (8) "Turning the Organizational Pyramid Upside Down" (Ken Blanchard); (9) World-Class Leaders: The Power of Partnering" (Rosabeth Moss Kanter); (10) "Seven Lessons for Leading the Voyage to the Future" (John M. Kouzes, Barry Z. Posner); (11) "Leaders Who Shape and Keep Performance-Oriented Culture" (James L. Heskitt, Leonard A. Schlesinger); (12) "The 'How To Be' Leader" (Frances Hesselbein); "On Future Leaders" (Richard Beckhard); and "Peacetime Management and Wartime Leadership" (Judith M. Bardwick). (CK)

This volume contains 10 papers on higher education theory and research. "Variation Among Academic Disciplines: Analytical Frameworks and Research" (John M. Braxton and Lowell L. Hargens) reviews work on disciplinary differences and proposed conceptual schemes for explaining these differences. "Public Policy and Public Trust: The Use and Misuse of Performance Indicators in Higher Education" (Brian P. Nedwek) explores the development and use of performance indicators, compares alternative designs, and analyzes policy and research implications. "Integrated Qualitative and Quantitative Research: Epistemology, History, and Designs" (John W. Creswell et al.) offers a constructed dialogue on the epistemic foundations and the methodological steps in conducting integrated qualitative and quantitative research. "Developments in State Funding for Higher Education" (Daniel T. Layzell) discusses the framework for state fund allocation, examines trends in state funding, outlines current major policy issues, and suggests future areas of research. "Gender and Academic Publishing" (Kathryn B. Ward and Linda Grant) summarizes research on links between gender and academic publication. "The Dimensionality of Student Ratings of Instruction: What We Know and What We Do Not" (Philip C. Abrami et al.) critically examines key issues, reaches conclusions, makes practical suggestions, and suggests future research. "Organizational Effectiveness and Quality: The Second Generation" (Kim S. Cameron and David Whetten) highlights lessons learned from past effectiveness literature, examines quality as a replacement construct, and suggests attributes that should characterize any newly emerging research stream. "Theory and Research in Administrative Leadership" (Cameron Fincher) reviews recent trends that bear directly on institutional leadership; considers practical implications for recruitment, appointment, assessment, and continued development of administrative leaders; and interprets leadership in terms of a provisional theory with explicit policy implications. "Governments, Governance, and Canadian Universities" (Glen A. Jones) describes and analyzes two aspects of the Canadian higher education enterprise that illustrate a unique approach to higher education. "Doctoral Programs in American Higher Education" (Jennifer Grant Haworth) selectively reviews the literature on doctoral education, and other scholarly writings in order to paint a picture of doctoral programs in American higher education. (Individual papers contain extensive references.) (JB)

This volume contains 21 new and classic papers and readings on quality philosophies and concepts, first, as they have been applied in business and industry but primarily as they relate to and can be applied in higher education. The introduction is titled "The Quality Approach in Higher Education: Context and Concepts for Change" by Brent D. Ruben. Part 1 contains four papers on change in business and industry: "The New Productivity Challenge" (Peter F. Drucker); "The Service Imperative" (Karl Albrecht and Ron Zemke); "World War II and the Quality Movement" (J. M. Juran); and "History of the Malcolm Baldrige National Quality Award" (Neil J. DeCarlo and W. Kent Sterett). Part 2 contains four papers that look at the context for change in higher education: "The Lattice and the Ratchet" (Pew Higher Education Research Program); "Productivity or Quality? In Search of Higher Education's Yellow Brick Road" (Sean C. Rush); "Building Responsive Universities: Some Challenges to Academic Leadership" (C. Warren Neel and William T. Snyder); and "The Big Question in Higher Education Today" (L. Edwin Coate). Part 3 contains papers on applying quality principles, especially total quality management (TQM), in higher education: "TQM: A Time for Ideas" (Ted Marchese); "TQM: Focus on Performance, Not Resources" (Daniel Seymour); "Defining and Assessing 'Quality' in Higher Education: Beyond TQM" (Brent D. Ruben); "Quality Improvement in Higher Education: TQM in Administrative Functions" (Eugene H. Melan); "What Students Remember: Teaching, Learning, and Human Communication" (Brent D. Ruben); "Universities, Competitiveness, and TQM: A Plan for the Year 2000" (Richard M Cyert); "Is There Hope for TQM in the Academy" (Trudy W. Banta); "An American Approach to Quality" (Marilyn R. Zuckerman and Lewis J. Hatala); "Total Quality and the Academy: Problems and Opportunities" (Judy D. Olian); and "Translating Quality for the Academy" (Robert L. Carothers). A final section contains suggested research, readings and resources: "Ten Areas for Future Research in Total Quality Management" (A. Blanton Godfrey); and "Selected Readings and Resources in Quality" (Jennifer Lehr). (Individual papers contain references and the final paper suggests over 275 readings.) (JB)