To combat student unrest, the academic community must facilitate the establishment of trust and confidence between youth and nonyouth. (Author/IR)

American educators in Laos should consider the values and traditions of the natives when planning a program for change. (CK)

Many students who rebel have honest grievances against their education institutions, and it is the responsibility of those who have the power to change the system to meet the needs of those who really wish to learn. (CK)

It is the writers' opinion that for the university ombudsman to be fully functioning, the parameters of his job must be quite similar to those constituted for his Scandinavian counterparts. They propose that although organizationally responsible to the president, he is accountable to the total university community. (Author)

Discusses five basic questions that colleges and universities should answer before reforming their systems of governance: "Who now decides what? Which facets of governance are sources of dissatisfaction, and for whom? What changes are being proposed, and why? How can their feasibility and desirability be assessed? What are the implications of…

Reproduction of Chapter III in The Politics of Protest: Violent Aspects of Protest and Confrontation, Staff Report to the National Commission on the Causes and Prevention of Violence, March 1969.

Describes two successful, institutionalized networking programs of the American Council on Education. Discusses the potential benefits and pitfalls of networking especially as they apply to women. (RC)

Contrary to David Olson's claim that authority is conveyed by textbook language, it is mainly the school context of textbooks that establishes their authority--and that of teachers--in students' minds. The curriculum is not in the text but in the social rules reflected by school organization and teachers' authority. (JW)

Although Luke, de Castell, and Luke rightly notice the role of social structure in the authority of the textbook, the pattern of social authority outside the school is primarily reflected in the text itself. The task for writers, then, is to clarify the grounds for their authoritative claims. (JM)

Why do teachers resist change? Major discrepancies exist between what policymakers believe about teachers, innovation, and classroom practice and what teachers believe about these things. A major void in theorizing about change and innovation is the failure to attend to the power relationship inherent in the implementation process. (BRR)

Argues that the development of the educational system in Latin America is strongly linked with patterns of accumulation of capital and with the changing character of political regimes. The low status of adult education is due to the socioeconomic characteristics of its potential clientele and their lack of political power. (Author/CS)

A college or university's management information system corresponds roughly to the institution's structure, with these elements in descending order in the hierarchy: policy and planning, a planning system, control and coordination, and typical operating systems (payroll, exams, scheduling, library, facilities assignments, and accounting…

Proliferating the number of decision centers and separating needs from resources minimizes the ability of metropolitan areas to deal with areawide problems. State governments often encourage such fragmentation to minimize the risk that a given metropolitan area would act in a cohesive fashion. (Author/KC)

Examines education's role in social reproduction and introduces the concept of educational hegemony. Analyzes the view that community participation in schooling is a major strategy in educational and social change from two theoretical perspectives: the phenomenological interpretative approach and the hegemonic thesis. Suggests a synthesis of the…