A Catholic-school teacher of grades five and six reflects on her first year of teaching and describes how Foxfire training led her to introduce group decision making and planning into her classroom. Resulting class projects including a newspaper, a play, and a booklet of ghost stories are described. (SV)

A fifth grade teacher in a rural Kentucky school discusses three years of classroom experiences applying the Foxfire approach, focuses on the democratic decision-making process and the importance of student self-esteem, describes student-project problems and successes, and lists student accomplishments. (SV)

Describes the present-day school system as a cultural construct that works for a few students to the detriment of many. Proposes a model based on alternative theories of power. Describes the Ph. D. program in administration at Miami University (Ohio). (CJS)

Reviews "Preparing School Administrators for Democratic Authority" by Richard A. Quantz et al. Because education is political, administrators need a historical perspective on how dominant traditions have evolved as well as on the impact of the disenfranchised on education in the past. Calls for more insight from a feminist perspective.…

Postmodernism represents a critique and correction of some exaggerations, distortions, and myths of modernism. Modern social institutions, including schools, are built on the principles of progress, universality, and regularity. Postmodernism emphasizes embeddedness, particularity, and irregularity, reflected in today's kindergarten and the most…

Notes that self-esteem remains an important factor in learning. Encourages detection of low self-esteem in students, teacher behavior aimed at increasing students' self-esteem, and promotion of a desirable classroom community. Specific steps include student participation in decision making and in cooperative games, individual invitations to join…

Researchers followed six high schools where teachers had shared decision-making (SDM) powers, comparing them with six high schools that used traditional administrative structures. The study did not show that SDM focused more attention on curriculum and understanding, but SDM did help enhance participating teachers' commitment to implementing…

To help national leaders work toward the first of six national education goals set forth in America 2000, which states that all children in America will start school ready to learn, surveyed the opinions of early childhood professionals. Reports on changes that have occurred in early childhood education efforts in the states and offers suggestions…

An approach for involving beneficiaries in specifying program attributes for evaluators to address is discussed. Methods are outlined for sharing influence among program decision makers and beneficiaries. Application of this approach in the evaluation of a problem-based medical school curriculum is described, with evidence on the enhancement of…

A qualitative study explored eight elementary principals' conceptions about leadership and management constructs; beliefs about the role of their personal philosophies; and language used to describe themselves, their work, and their schools. Principals identified four issues: conflicting roles, being there, evolving as leaders, and balancing…

The literature profiles few schools that have determined to democratize their existing, primarily authoritarian structures. This article discusses reasons for democratization and summarizes participant responses in two schools in England and South Africa that have attempted such changes. Both studies explore the role of pupil participation in…

Uses experiences from Canadian and American education to discuss school wars that can occur when both professionals and community members increase their attention to schools, noting how structures designed to bring them together actually function in schools. The paper examines the construction of a crisis in education and the effects of…

In the literature, discussions of staff development (as a top-down decision-making model) have shifted to teacher-centered professional growth. Components include teachers as learners, reflective decisionmakers, collaborators, and accountability experts. Creating a culture of learning and involving teachers in strategic decision making are…

A nationwide survey of teachers and administrators showed how central administration can facilitate school-based improvement. Results revealed eight practices that respondents believed helped facilitate the implementation of school-based improvement. Practices related to goals and planning, policy and procedures, staff development, recognition and…

Examines participation issues of (British) department heads in whole-school decision-making processes to determine whether such participation represents true empowerment. Three models emerged, with varied results. Collegiality offers many persuasive benefits but is difficult to attain. Hierarchical and horizontal structures' effectiveness needs…