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Despite massive inputs of resources during the last 15 years, and despite numerous "adoptions" of educational innovations, very little significant change has occurred at the school level corresponding to the intended consequences of these innovations. The modal process of change has been characterized by a pattern whereby innovations are developed external to schools and then transmitted to them on a relatively universalistic basis. Instead of innovations being viewed as part of a universe of means, schools are viewed as part of a universe of adopters. This paper is based on a large scale research project involving students, parents, and teachers in 46 Ontario elementary and secondary schools. This study was conducted in order to facilitate students, parents, and teacher understanding of their roles in the educational change process at the school level by gathering, feeding back, and helping to derive action implications of data on the roles and role relationship of these groups and the nature of their involvement in the school. (Author/DEP)

Many educational decisions are made on issues over which conflict occurs because of value differences among the groups involved. The decision-making model proposed here is a political or conflict model. It defines an organization as stable patterns of interactions between coalitions of groups having a collective identity and pursuing interests and accomplishing tasks, coordinated through a system of authority. The main value dilemmas faced by educational administrators focus on what constitutes leadership and on who commands the loyalty of the administrator. Leadership value conflicts center on developing commitment to organizational goals, reconciling personal and group goals, delegating responsibility and authority rather than abdicating them, continuing a concern with organizational improvement rather than with mere survival, making decisions, and being both task-oriented and considerate. Loyalty--the most difficult, testing, and potentially damaging dilemma--involves three subissues: (1) professional loyalty conflicts between colleagues, collegial standards, and organizational standards and expectations; (2) intraprofessional and interprofessional conflicts; and (3) conflicts between professionals and laymen, and conflicts arising out of political disputes within and between communities and their elected representatives, the trustees. (Author/IRT)

Information and opinion concerning research and development in Canadian educational administration is presented in three main sections. Section 1 discusses the general status of educational research in relation to the concerns of the federal government, provincial departments of education, and local school districts. Difficulties in the structure, functions and types, resources, and support for research are presented. Section 2 discusses research in educational administration conducted by university personnel, emphasizing work done at the University of Alberta. Trends in topics and types of studies are noted. Section three presents suggestions for conducting future research. Again, the suggestions are classified according to the structure, functions and types, resources, and support for research. The author concludes that Canada's research and development base has developed well in the past twenty years. (DW)

The basic language issues in Canada are two-fold: (1) French-Canadians are making serious attempts to maintain their native language and culture, and a move towards French unilingualism is apparent; (2) English-Canadians are showing increasing interest in becoming bilingual, mainly because they are not threatened by native language loss or by cultural assimilation; and they are gradually accepting the economic and educational advantages of learning French. Some of the bilingual programs developed for English-speaking students are discussed. Evaluations of these programs have attempted to answer questions concerning the effect of bilingual education on French and English proficiency, the students. knowledge of curriculum subjects other than language, and IQ and cognitive development. Results indicate that bilingual programs do not affect cognitive development or achievement in curriculum subjects. Although children in total immersion programs do lag behind in English skills, they catch up when English Language Arts instruction is begun. Secondary students' English skills are not affected, and both primary and secondary students have French skills superior to students in regular language classes. Better results are obtained in reading skills by introducing reading first in French in the immersion programs. In addition, one study has noted that students in immersion programs may develop and reinforce their own classroom dialect of French. (CLK)

This report is based on presentations and discussions at the eighth annual school board conference for trustees and administrators sponsored by the Department of Educational Administration of the Ontario Institute for Studies in Education and the Ontario School Trustees' Council. The purpose of the workshop conference was to examine specific problems confronting education as a consequence of societal changes and trends, to consider the potential conflict between personal values and societal values, and to suggest strategies whereby schools may make more effective contributions to the community and its children. Planning and discussion was organized around size and regional commonalities--Metropolitan Toronto boards, defined cities boards, larger boards (more than 20,000 pupils), smaller boards, and northern boards. The themes or issues that emerged were the issue of autonomy, autonomy in Metropolitan Toronto, emerging philosophies of education, meeting the needs of communities and individuals, and the changing role of the trustee. (Author/IRT)

Nineteen of the papers presented on the theme "Learning to Read, Reading to Learn," are included in this report. Articles on basic considerations in reading instruction are "Children's View of Language,""Early Reading from a Biological Perspective,""Pygmalion in the Reading Circle,""Dealing with Feelings and Emotions in the Classroom" and "Nonverbal Communication in the Classroom." Specific articles on procedures, techniques, and proposals are "A Structure for a Reading Program K-12,""Aiding Secondary Subject Teachers in Guiding Reading Growth,""Corrective Reading for the Classroom Teacher,""Bibliotherapy in the Classroom,""Some Thoughts on the Use of Role-Playing in the Classroom,""Listening and the Classroom Teacher,""Individualized Reading,""The Teaching of Poetry," and "The Change Process and Teacher Preparation." Evaluation of reading programs is discussed in "A Comparison Study of Four Methods of Developing Reading Readiness Skills,""Reading Readiness Skills Acquisitions by Two Methods: A Traditional Reading Program and a Kindergarten Science Curriculum,""Science Content Readability as Determined by the Cloze Procedure,""The Readability of Intermediate Social Studies Texts," and "The Impact of 'Sesame Street.'" (MKM)