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This three year study compared three organizational plans for teaching remedial reading by spending one year each at different grade levels: primary, intermediate, and seven-eight, in that order. In the first plan a reading consultant tutored childen individually in a reading clinic. In the second plan a master reading teacher provided aid in diagnosis, prescription, and individualization of instruction to classroom teachers who taught the remedial readers in their own classrooms. Intensive inservice education was conducted during the three years for the participating teachers; a reading materials center was established; and the reading clinic resources were made available to all teachers. A control group was selected the second year and did not receive program treatment. The results indicated that teacher competency increased in terms of five of six behavioral objectives. In the first year no statistical difference could be demonstrated in favor of children receiving special reading treatment at the clinic when compared to like children receiving regular classroom instruction. During the last two years of the experiment, students in the regular classrooms, whose teachers were involved in inservice sessions and who had the help of master teachers, demonstrated greater gains than the other two groups. *MKM)

The Studies of Implementation project is a 3-year longitudinal investigation of planned educational change. The research focuses on the process by which an innovation becomes a pattern of individualized schooling. This study identifies those conditions that promote or retard change and relates them to the modifications they foster. It reports on the results of a study of the relationship between the perceived level of participation and the level of job satisfaction of secondary school teachers. The study: (1) tested the Alutto-Belasco argument that an individuals' desire for increased participation mediates this relationship; (2) tested the validity of the commonly used "summated" scoring procedure for measuring decisional participation; and (3) investigated the utility of defining decisional participation in terms of frequency and extent of involvement. The study follows the direction set by Alutto and Belasco (1972), but extends their work by assessing the practicality of considering decisional participation as bidimensional, consisting of the frequency (rate) and extent (quality) of subordinate involvement. (Author/JD)

To the extent that equalization of opportunities for females and males requires socialization or re-socialization of massive numbers of people, the education system has a vital function in approaching the new ideal. Since the education system is explicitly designed to bring about behavioral and attitudinal change in young members of society, its impact on the rate of adoption of new patterns of sex role behavior can be immense. This is especially true of secondary schooling, since it is during the adolescent years that sexuality increases markedly, personal skills and talents most noticeably emerge, and career and vocational decisions determine each individual's course of action for years after. Educators attitudes toward sex role differentiation are a matter of growing concern for practicing school administrators, for these attitudes are likely to affect administrative plans, change strategies, and actions directed toward compliance with Title IX and related legislation. A sample of 862 administrators, teachers, and other professional staff from 15 midwestern public high schools was given the Attitudes Toward Sex Role Differentiation in Education questionnaire. The results suggest that there are six independent dimensions of attitudes toward sex role differentiation. Significant differences were found among groups based upon demographic attributes. Implications for developing change strategies are mentioned. (Author/JEL)

Participation in decision-making by subordinates in an organization is frequently cited in the literature on organizational change. The exact nature and extent of the participation-change relationship, however, is a topic of some disagreement among reviewers and researchers in the education field. This paper presents an analysis of six major reviewers' seemingly contradictory interpretations of the participation-change relationship. It includes an indepth investigation of their literature bases, together with an explication of the methodological and theoretical frameworks that guided the research. The analysis provides an example of the complex issues that arise when the emphasis of research becomes one of proof or disproof rather than the integration of ideological positions into an overall conception of a social phenomenon. The paper concludes with some implications of this dilemma for future participation-change research. (Author/LD)

The paper presents results of a needs assessment survey, involving 112 public school personnel, conducted to facilitate staff development programs aimed at furthering the integration of the roles of general and special education administrators. It is explained that the survey instrument, the Task-Role-Involvement Inventory, had two purposes--to describe the perceived actual and desired systems of delivering services to exceptional children in terms of the assignment of key tasks to organizational roles and to identify, if any, those task role assignments about which system personnel disagree or do not like. Statistical data are reported for actual task role assignment, extent of agreement on actual task role assignment, satisfaction with the actual assignment of tasks to roles, role of the principal in the delivery of services to exceptional children, and satisfaction with the perceived actual level of involvement. (SBH)