This handbook presents three chapters that explore reforms in teacher empowerment, school choice, and administrator-education programs. In chapter 1, "Leading Empowerment," Zarif Bacilious and C. John Tarter discuss the role of administrator education in empowering teachers. They argue that the educational-administration profession should have a sympathetic, rather than an indifferent or opposing stance, toward teacher empowerment. Chapter 2, "Challenging the Assumption that Choice Is All That Freedom Means: A French Case Study," by Frances C. Fowler, applies the theoretical concept of freedom developed by John Rawls (1971) to a case study of a French school-choice program in effect since 1959. In chapter 3, "Pedagogical, Sociological, and Developmental Concerns of Future Administrators: Implications for Instructional Design from Student Journals," Connie C. Fulmer focuses on the process of journal writing: (1) as learning tool for students in educational administration programs; and (2) as a research technique for assessing the pedagogical, sociological, and developmental impact of courses and programs on students. (LMI)