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)

In fighting off fundamentalists' attempts to cut off funds and change the way trustees are elected, Mercer University and moderate Baptists accomplished the first major defeat of the conservatives since they took over the Southern Baptist Convention eight years ago. (MSE)

Discusses the rise of the concept of teacher autonomy between 1925 and 1980 in England and Wales. Shows how such autonomy was associated with certain government actions aimed at moving from a system of direct control to a system of indirect control more akin to the benign rule of a colonial government. (JDH)

Harvard University has not fully divested from South Africa. Alumni Against Apartheid (AAA) is increasing the pressure by gaining a seat on the board of overseers and rallying support of students and alumni. This issue may become the spearhead of a general change in the institution's social policies. (VM)

Analyzes five rules of power that influence the debate over meeting the educational needs of Black and poor students. Concludes that all students must be taught the rules of power as a first step to a more just society. (JOW)

Getting the authority necessary to edit an effective alumni periodical is discussed. According to an informal survey of 35 award-winning CASE editors, most are reasonably satisfied with their degree of authority. Many alumni magazines are dull because editors are afraid to rock the boat. (MLW)

Discusses the use of power by principals and teachers' perceptions of the principal's power. A study of elementary principals in North Dakota and Minnesota identifies seven power strategies used by principals: assertiveness, ingratiation, rationality, sanctions, exchange, upward appeal, and coalitions. Includes nine references. (MD)

Examines theories of ideology as presented in Marxist-based critical studies; how these theories serve a strategic function within Marxist theory; and, by way of the work of Michel Foucault, the inadequacies of this discourse of "ideological" analysis. Proposes that critical studies of the media move toward the concept of…

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)

The "hard" use of authority to produce change confronts obstacles that transcend administrative strategies. This article presents a conceptual analysis of authority and its constraints and shows how current conceptions of democracy, evaluation, and authority are interdependent. (CB)

Examines factors which contribute to reactions and recovery patterns in families in which a parent has died. Discusses influence of stage of family life cycle, roles of deceased, previous patterns of role allocation, and type of death. Compares reallocation of family roles by "person oriented" and "position oriented" families. (Author/NRB)

Industrial sectors and authority hierarchies are examined as an explanation for women's lower earnings compared with men's. Sectoral location and authority position are found to have independent additive effects on earnings; these effects, however, differ by sex. Women are more likely to achieve higher authority positions within the peripheral…

The author discusses a three-dimensional concept of emancipatory education based on experiences of women in the organized women's movement. Emphasis is placed on the encompassing dimension of power as anchored in everyday experience, and branching out into the interior of the individual psyche, and into the exterior of ideological systems and…

In England, schools have not acted as agents of change in relation to the rights of students. Traditionally, the authority of the headmaster is supreme, and parents and students have little power or influence. The concept of student rights has only recently received recognition in England. (MD)