If autonomy is to be taken seriously as an educational goal, then teachers should also have autonomy. But in order to understand the implications of autonomy, one must differentiate between it and self-determination and consider possible conflicts between the two among students, teachers, and the larger community. (IS)

This digest discusses why special education teachers may become stressed by role overload and lack of autonomy, and presents strategies for successfully managing stresses related to teaching. Strategies include: (1) setting realistic expectations; (2) making distinctions between job and personal life; (3) finding ways to exercise professional…

There is ample evidence that the success or failure of school reform lies not only in the soundness and appropriateness of the reform model chosen, but primarily in its perception, acceptance, and endorsement by teachers. This essay expresses the concept of power as it applies to school reform that focuses on teacher empowerment and…

The 29 papers in this collection celebrate academic freedom at the University of Wisconsin-Madison and are organized around the 1894 "trial" of Richard T. Ely, an economist who was exonerated of fomenting unrest and discussing "dangerous" ideas in a Board of Regents Statement which stressed the importance of "sifting and…

This book identifies two competing traditions of American democracy and citizenship: a dominant, privately-oriented citizenship tradition and an alternative tradition of public democratic citizenship. Based on the second tradition, the book outlines a set of qualities an effective democratic citizen must possess, as well as a number of ideal…

This publication provides findings from two related areas of research for people who work outside the classroom in supporting roles (e.g., principals, service providers, policymakers, and change agents): human motivation in general and teacher motivation to change practice. After discussing the creation of conditions which will motivate growth,…

The relationship between power and knowledge is discussed, as it concerns the professoriate in higher education. Power and knowledge, it is argued, can vary independently. Although economic power influences faculty, they still possess considerable autonomy to shape education and to develop humanistic capacities of students. (PP)

Discussed are reasons why teacher beliefs-practice congruency is desirable. An argument is presented for teacher beliefs-practice congruency; reasons are established why congruency is neglected; and "dialogue" is presented as a process for arriving at congruency. (Authors/JM)

Change strategies must include informal school networks and norms. Implementation plans must involve teachers and principals prior to training. (Author/JM)

Models of educational administration are examined to trace the teacher's sphere of professional autonomy. Models include the pre-industrial model, the industrial model, the welfare-statist model, and the collective bargaining model. The author gives her prognosis for the future of teacher autonomy. (CT)

Studies the power and academic respectability that women have in Moroccan academia through a questionnaire completed by 49 college faculty and researchers, and interviews with 12 of these women. In spite of their scientific and cultural capital, many Moroccan women academics consider themselves as lacking status and recognition. (SLD)

Discusses the inherent conflict between decentralizing movements toward teacher empowerment and participative management and the centralization occasioned by increasing school bureaucratization and collective bargaining by teacher unions. Suggests the need for bold experiments in school labor relationships. Contains 24 references. (SV)

This article identifies and discusses schoolwide staff development which differs from the traditional model and is based on three principles: shared responsibility, teacher empowerment, and community growth. A model teacher-run faculty development program is described. The 10-component program operates at the McCallie School (TN). (IAH)

Examines recent attempts to reform school organizational structures to give teachers an expanded role in decision making. Discusses the distinction between authority and influence and delineates decision domains that may be considered in efforts to increase teacher participation. (FMW)

Notes that the 1980s in Great Britain have been a period for criticism of teachers and education engendered by various reports and studies. Suggests that an examination of output variables on teacher education courses will answer vital concerns on teacher effectiveness. Examines the dual problems of effective teacher education and the loss of…