The large school must organize itself to recognize individual human needs or face continual disruption. The author concludes that the specifics depend upon a constellation of factors inherent in any given situation. (Editor)

The only hope for the schools is that each faculty be willing to change its perception if necessary. They, the faculty members, may then have the readiness to examine the life of their particular school, remove the meaningless elements, and build a situation meaningful to the students, teachers, and parents of their school. (Author)

Summaries of several national surveys of middle schools and the current status of middle schools in several States, along with general conclusions. (Author)

Urban school systems must reorganize to allow greater community involvement in the power structure of education. At the same time, local communities must realize that participation in the decision-making process makes them responsible for the results of their decisions. (CK)

The obstacles are difficult but not insuperable; with strong leadership now emerging in federal, state, and local agencies, career education may survive. (Editor/SB)

Launched with $25 million of support and a "swinging" plan of educational innovation, the new experimental college on the Amherst campus begins its second year to mixed reviews. (Editor/IR)

Proposes notes toward a theory in an effort to explain how and why people come to perceive certain other people as they do within the context of the school as an organization. (LN)

This article discusses the nature of conflict and conflict resolution within educational organizations, focuses specifically upon the causes of conflict between students and school personnel and outlines several factors relevant to increasing the probability that such conflicts will be managed constructively. (Author)

Changes occurring in educational organizations and the implications of these changes with respect to curriculum modification are discussed. (CK)

The authors provide information on how school personnel can help provide both opportunities for intergroup relationships and strategies for creating rewarding social interactions between severely handicapped and nonhandicapped students. (SW)