Beginning on the front cover, this article advises superintendents how to identify and gain access to the community power structure in order to achieve the community's educational goals. Five basic ways that schools may react to power are identified. (MLF)

Distinctions are made between tolerance, tacit approval, and acceptance, particularly within the context of culture and social power structure. It is concluded that in a world of unequal power, claims of tolerance on the part of the powerful who do nothing to assist the powerless whom they tolerate are unacceptable. (MSE)

This extensive bibliography of books, ERIC documents, and journal articles is intended for use by researchers at the postsecondary level and beyond. Standard bibliographic data (author, date, title, place, and publisher) are included under various headings except in the case of ERIC documents, for which author, title, and "ED" number are given.…

Clinical supervision should not be construed as "delivery of services" to targeted audiences of teachers deemed inexperienced, inefficient, or incompetent. Supervision should instead empower and emancipate teachers by creating conditions under which they can examine classroom actions in terms of the historical, social, and cultural…

Defines the concept of the synergistic model of organizational structure. The primary components of the model are cooperative action and job integration, which have as a direct result the increased energy in staff members using the model. (MD)

The article discusses the role of middle managers in an independent school setting and their relation to school heads. It suggests 14 principles of operation to meet the needs of school middle managers and to help clarify the role of the educational middle manager. (SB)

Drawing on several specific incidents of media misinterpretation or imbalanced reporting of information about higher education, particularly concerning faculty, the author examines how journalists can interpret and influence the balance of power on campuses. Issues discussed include presidential searches, campus employment patterns, and faculty…

Challenges teachers to explore teacher talk and distinguish messages that unwittingly encourage dependence on authority from those that support the growth of academic autonomy through discovering relationships, developing speed and accuracy in skills, and developing understandings that serve problem solving in projects and activities. (MKR)

An empirical study of lawyer-client interactions in one practice context illustrates the way lawyers respond to client problems and raises questions about the exercise of professional authority. It is concluded that law schools' failure to train lawyers to be sensitive and responsive has important consequences for the legal profession. (MSE)

A discussion of the concept of professional practice for higher education institutions draws on organizational theory to examine the nature of higher education institutions, the use of power and influence, and the administrator's role. Some aspects of administrative practice requiring administrative attention include organizational instruments,…

Despite much talk about balancing freedom and responsibility in higher education, a more appropriate pairing is of freedom with authority. The concept of responsibility has become problematic, and educators have lost the ability to speak with authority. Although we have come to identify freedom with the free market, it is the bottom line which has…

In looking at the forms language takes, linguists sometimes forget to ask the obvious question about the relationship between the forms language uses (phonology and syntax) and the function language is expected to play as a vehicle of communication. Probably the bulk of our daily communication involves the allocation and use of power, the politics…

Examines some of the issues that arise for women as they learn to use their power effectively while competing for leadership in male-dominated organizations and outlines six styles of power and principles for using these strategies appropriately. (CLB)

Teachers are in the awkward position of exercising authority, yet have dubious control over the conditions within which they do so. The ideal teacher role is authority exercised in good faith and a commitment to the burdens and uncertainties of educational authority. (CB)

The problematic relationship of knowledge and social-political power, as it affects the standings and justification of educational authority, is probed. Ways in which knowledge claims may legitimately support some forms of authority in practice are discussed. (CB)