Explains the term due process' and its implications in academic institutions. (PG)

A teacher argues that academic freedom is meaningless so long as teachers feel confined by personal and professional restraints that categorize, objectify, isolate, and depress them. (Editor)

Author contrasts her own experience in Catholic schools with the progressive Fitton School in Boston, and compares the old-style lay teacher" with the new breed of militants, personified by the head of the Catholic Teachers Federation. (SP)

Tenure laws should be repealed or modified to encourage contractual rather than legislative protection for teachers. (Author)

Author compares supply of qualified teachers with the numbers of teachers who are employed" (the surplus) and with the numbers who should be employed to attain a specified standard of educational quality" (the shortage). (Author/SP)

Factors contributing to the ineffectiveness of faculty senates include paternalism on the part of a chief administrator who may also reject the senate's advice, recommendations or decisions; differing points of view regarding its authority; the relationships between its members; time required for meetings; student alienation, and other problems…

A teacher questions the motivations of teacher unions, which appear to be more interested in image-making, public relations, and politics than in teacher improvement and individual teachers' rights, attitudes, and problems. (CJ)

Presents information involving workshops for science teachers on strategies for reducing stress and techniques for problem solving, which utilize the Direct Action to Risk Enrichment chart to investigate possible sources, reactions, and coping mechanisms of stress.

The story of how a school closing affected the school's teachers is recounted. (LH)

This booklet is both a review of some of the key legislative accomplishments of the New Jersey Education Association (NJEA) since 1975 and a synopsis of its proposed legislative program for 1980. The legislative goals of the National Education Association (NEA) are also described. (Author/SJL)

Reports results of a questionnaire study designed to obtain information about how businessmen, public officials, industrial workers, administrators, and teachers feel about teacher salaries and tenure, methods of financing public schools, and school fund-raising projects. (JD)

Reasons for teachers' professional and personal disillusionment are explored, and some possible solutions are offered. (LH)

Suggestions are given for promoting the growth of teachers as professional by providing time for reflection and a support network of in-service education. (MP)

Explains the meaning of the New Jersey sick-leave law. Specifically, the Commissioner in his role as interpreter of the education law (Title 18A of the New Jersey Statues) enunciated 11 principles regarding sick leave. (Author/RK)

Education bargaining in the future is unlikely to be marked by the absence of conflict or by the declining use of power tactics, but by an increased capacity for cooperation and a more sophisticated use of power that is inherent in the structure of educational systems. (IAH)