Despite nearly two decades of commissions, analyses, op-eds and speeches, a series of court rulings, legislative changes, and the expenditure of billions of dollars, Ohio still does not have a school funding system that delivers the results the Buckeye State needs. Student achievement still remains low for the globalizing world that young Ohioans…

This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an…

Why do people enter academic life? What are their expectations? How can they maximize their experience and achievements, both short- and long-term? How much should they move towards commercialization? What can they do to improve their career? How much autonomy can they reasonably expect? What are the key issues for academics and aspiring academics…

Local autonomy is one of the recent trends in reforms of compulsory education. However, several parallel trends such as individual accountability, performance and visibility challenge professional autonomy. The aim of this article is to explore how accountability and transparency reforms affect teacher autonomy in Norway and Sweden. The authors…

One way for women to participate in the creation of a new reality in teaching is to explore themselves as teacher/researchers in order to understand their roles as creators and not just dispensers of knowledge. (MT)

Ethical conflicts between an internal evaluator's social reform, and an organization's survival motivation are discussed. The evaluator might encounter pressure to downplay negative, and emphasize positive, findings; reinforcement for nonthreatening, routine evaluation activities; greater interest in making the evaluation unit visible than in…

Significant changes in an organization will not be accomplished without the strong and active leadership of a powerful executive. How serious can attempts at educational reform be, if they overlook the educational leader in achieving change. Characteristics of a leader are highlighted, and an action plan is presented. (MT)

Discusses the unwritten codes of behavior that educators seem to follow in their interactions with five categories of others: (1) students, (2) colleagues, (3) institution, (4) profession, and (5) institution as it relates to the faculty/student grouping. (CH)

A strong conservative current underlies much of what is currently said about authority in schooling. Educational authority should be rooted in the ideal of democratic social transformation, a function it cannot have when conceived of more narrowly in terms of institutional heirarchy and stability. (CB)

The reform of legal education in Ontario during the late 19th century is described. By making classroom instruction available to prospective lawyers, the Law Society of Upper Canada maintained the profession's autonomous control over all aspects of legal education and admission to practice. (MT)

This article examines the plight of teacher educators and their lack of control over their profession. Discussed are by whom and how teacher educators are denied control. Six steps to provide recognition and involvement appropriate to a true profession of teacher educators are advocated. (MT)

Recounts experiences and observations of an elementary school teacher turned principal who is committed to the idea of teachers participating in decision making. Describes the author's effort to adjust her perspective while making the transition from teacher to principal without losing sight of a teacher's special needs. (KH)

In this critique of Barris' article (CE 514 182) the authors find her conclusions undermined by Mannheim's Paradox--that a researcher's analysis is contaminated by his/her own ideological commitment. They suggest further clarification of the existence of ideological conflict in occupational therapy. (SK)

Social, economic, and political trends are undermining claims to autonomy and monopoly by previously well-entrenched groups such as the legal profession in America. These trends include changes in the knowledge base, shifts in composition patterns, consumerism, and encroachment from allied professions. (Author/SSH)

Studied the implementation of school-based management in 30 of the poorest school districts in New Jersey (the Abbott districts). Findings show that genuine autonomy has been usurped by increased state power and authority, and that state elites allow little opportunity for capacity building at the district level. The level of democratization has…