Traces the evolution of the National Security Council (NSC) under President Reagan. Examines the structure of the Reagan NSC and compares the structure of the Reagan NSC to that of his predecessors. Analyzes the rebuilding of the NSC in the aftermath of the Iran Contra Affair and the policy mistakes of the NSC in that affair. (RW)

Discusses the social, economic, and political forces that have influenced Black education at the national, state, and local levels. Urges Black citizens and educators to participate in a wide range of activities to support school improvement. (FMW)

Examines the Depression era Townsend Movement that pressed for old age pensions. Compares this movement with a model social movement to explore what facilitates the development of movements and what determines their success or failure. Concludes that the political mediation model explains successes as reinforced political action with strong member…

Traces U.S.-USSR relations throughout Ronald Reagan's administration. Analyzes the shifts in Reagan's policies toward the Soviet Union. Examines the reasons why Reagan changed his views on the Soviet Union, and discusses the political Right's response to Reagan's changed position. (RW)

This study surveyed the attitudes of public policy makers in higher education from Arkansas, Alabama, Louisiana, Mississippi and Tennessee to find areas for developing fundamental policies for desegregation. A total of 71 surveys were mailed to state higher education executive officers (SHEEOs), legislative chairs of education or of higher…

Patterns that emerged from reviewing syllabi for courses on educational policy are discussed, and two sample syllabi are presented. These courses are offered as part of graduate level studies in the field of higher education administration. Review of seven syllabi and three brief course descriptions indicated that the subject of educational policy…

Classroom teachers are affected directly and indirectly by external forces: international, national, social, institutional, pedagogical, economic, commercial, professional, and religious. It is proposed that teachers make use of constructive forces and combat destructive ones by using organizational and individual resources to create change.…

This is a handbook to assist European adult educators in teaching in a multicultural society, presenting models of intercultural practice for organizational and staff development in youth and adult education. Section 1 explains the document's purpose and use, discusses the objectives and major activities of the Learning to Live in a Multi-Cultural…