Study of the status of teachers participating in curriculum development committees revealed that their lack of status impedes professional development. Colleagues' inattentiveness, plus an already heavy teaching load, unsurprisingly caused teachers to respond with a "why bother?" attitude. Clarification of principals' attitudes toward…

The authors argue that the current teacher education program model, featuring apprenticeship, inhibits the self-directed growth of student teachers and fails to promote their full professional development. They describe an alternative model used at the University of Wisconsin, Madison, that promotes reflective teaching, teacher autonomy, and…

Argues that professionalization is needed to help teachers improve their status and attain better compensation and a greater voice in decision making. Calls for a national teacher examination; expanding choice for parents, students, and teachers; a professional teacher board; a different kind of career ladder; and restructuring the delivery of…

Teachers who participated in this study emphasized their preference for Continuing Education (CE) activities that concentrate on developing competence and coping skills. The study recommends that CE programs be re-evaluated and revised to allow greater teacher planning and sharing among themselves with respect to coping strategies and…

This document addresses how the widespread diversity of American higher education has become a distinctive and defining characteristic of the system as a whole. The goal of this document is to create an understanding of diversity in higher education by addressing the classification of higher education, the foundation and development of the…

The book addresses a number of pressing issues: how race, culture, power, and language affect actual classrooms and pedagogies; the social processes and school structures that can either hinder or support student learning; and the extent to which teachers have--or should have--control over their day-to-day instructional practices and decisions…

This handbook is intended to serve as an on-campus companion and guide for honors administrators, helping them to define and solidify their positions within their institutions. "Everyone knows" what deans or department heads are: what their responsibilities are, how they fit into the institutional hierarchy, who reports to them and to…

Teaching contains elements of four different types of work--labor, crafts, professional, and artistic. Unionization has encouraged the tendency to define teaching as labor, because teachers' work is more preplanned and closely supervised. Policy options that might alter the nature of teaching are considered. (PP)

The author questions basic assumptions for improving teaching and teacher education programs advanced by Donna Kerr (Teachers College Record, Spring 1983). Overemphasis on educational theory and technique separates teaching from subject matter content and from the context of the student teacher relationship. (PP)

Questions whether "scientific" theories of educational management are compatible with the goals of an autonomous (British) education service. Discusses recent educational administration theories and their implications for social justice and educational diversity. Applies social-choice theory to organizational resourcing problems and…

Traces the debate over faculty tenure and academic freedom to a 1915 position statement, and examines six rhetorical techniques used consistently by tenure's critics. Concludes that the tenure debate is really about balance of power between administrators and faculty, and that the case for tenure rests on the belief that the permanent faculty is…

This article defines professionalism, discusses the professionalization process, addresses the issue of occupation/discipline dichotomy within AAHPERD, and outlines barriers to professionalization which are relevant to AAHPERD. (IAH)

Lessons learned by teaching a curriculum and implementation course at a Jamaican college include awareness that the rhythm of academic life, locus of curriculum decision-making power, autonomy, and needed knowledge and skill vary across settings. The influence of more industrialized countries on vocational education in lesser developed countries…

We are now accumulating the knowledge base necessary for teaching to become a true profession, and we have the possibility within reach to work together to attain that stature. This editorial essay previews the articles that focus on this theme in this issue of "Educational Leadership." (TE)

Comparison of tasks, job control, and work-related personality traits of 255 British headteachers and 20 elementary school principals in Texas showed that context factors of the jobs were similar, but that British headteachers presided over smaller school organizations and functioned more like executive officers than did Texas counterparts. (SLD)