This book brings together state-of-the-art papers by Resources for the Future staff members and by scholars associated with current programs of environmental quality research. Although some empirical findings are presented, the emphasis is primarily on theory and method. Divided into three parts, the initial section, "The Environment and Economic…

The major purposes of this paper are to present (1) a summary of the major concepts and general hypotheses of the social power model, (2) the empirical findings from the operationalization of the social power model, and (3) some implications for change agents concerned with rural development. The social power model was empirically tested in 5…

The issue of control by parties concerned of the process of health care for their families is discussed. A review of the literature is presented in which recent studies which identify some of the sociopsychological, strategic, and structural determinants of the rate at which citizens participate and their effectiveness is presented. A discussion…

The author discusses the self-actualization and self-growth of staff members within an organizational setting. Staff aspirations and the various factors which determine their satisfaction or frustration are discussed. (SE)

There are five phases in the development of accommodative behavior between teaching and administrative personnel, from the initial stage of teachers organizing into a bargaining unit through the final stage marked by high levels of both individual and organizational cooperation in administrative decision making. (Author/SJL)

Addressed are the issues of government/school relationship and the increasing centralization of postsecondary education. Drawing from the experiences of foreign countries, the value of institutional differentiation, and the need for planning and autonomous action for differentiation, coordination, and change are discussed. (JMD)

Attempts to define the most crucial forces impinging on educational systems that will be affecting all educational enterprises until close to the opening of the 21st century. (Author/RK)

Some of the management problems resulting from college and university faculty unionization are discussed, including tenure, compensation, productivity, and institutional governance. Difficulties experienced in some New England institutions are mentioned, especially regarding economic survival.

Technical capability, a resource needed by citizen groups, can usually be found. The uncertain political authority for decision-making given to citizen groups is a more serious problem. Local groups must learn where their project fits into the local political scheme. (EM)

Literature from the broad field of administration was examined by the authors for clues to pressure groups and other factors operating in policy- and decision-making situations in vocational education administration in schools. Eight major sources of pressure and ways that administrators respond to them are given. (MF)

Discusses the hidden curriculum of values and assumptions which equals the academic curriculum in importance because it forms attitudes which define the relationship between adults and children. Recommends a return to democratic traditions and values as the basis for educational improvement. (Author/DB)

Based on experiences at the Toronto Board of Education, the author comments on a paper criticizing the role and decision-making processes of another Canadian educational board. (GW)

Suggests that the relationship between policy outputs and community power may be more fruitfully conceived as variable, depending on the type and characteristics of the policy in question. (Author/AM)

Complex social changes and criticisms of schooling have had an impact on the authority of the teacher in the classroom. (JD)

Current decision-making practices at a sample of institutions offer suggestions about desirable faculty and administrator roles in the planning process. (Author/LBH)