B: THE NORMATIVE/IDEOLOGICAL CONTEXT OF POLICY FORMATION FAMILY POLICY: HAS THE UNITED STATES LEARNED FROM EUROPE?

"Family Policy" is a term that is used increasingly in the U.S. to describe policies affecting children and their families. In this article, the authors focus on whether societal learning has occurred across the Atlantic with regard to family policy and what, if anything, the U.S. has learned or borrowed from Europe. The authors conclude that there has been some borrowing, albeit modest; currently, some of that learning is reflected in an expanding child policy debate.     

Deadlines,routines, and change

Routines, the habitual and predictable behavior patterns of an organization, play central roles in both maintaining organizational performance and in adapting such performance to changing conditions. Deadlines interact with routines in important ways in influencing the course of organizational adaptation. This paper examines the role of routines and deadlines in influencing change in a regulatory program. It describes the adaptation of routines in the Environmental Protection Agency's (EPA) water pollution and pesticide programs in response to pressures and deadlines imposed by Congress, the courts, and the White House. The programs analyzed offer contrasting glimpses of the effects of routines on organizational change. Routines may be collective and shared by the members of an organization or unique to the specific groups or subgroups within it. When the organization primarily has widely-shared routines, few options will be perceived; consequently, collective routines tend to blunt the impact of pressures for change. On the other hand, routines that become fragmented, diverse, and individual in the face of repeated external pressures may facilitate change.     

Editorial

Abstract

Mentors and school heads play cardinal roles in teacher education programmes in most countries, including Zimbabwe. The side-effects of such symbiosis have not yet been investigated fully. This article used a qualitative methodological approach to investigate the perceptions of some Zimbabwean student teachers regarding their teaching practice experiences. A sample of 10 ex-teaching practice students from a teacher education college was selected and interviewed during data collection using a semi-structured interview schedule. The participants reported a high prevalence of sexual harassment/aggression of the students by the host schools' heads and mentors, irrespective of student gender. The form of aggression included seeking sexual favours and intimidation. Most perpetrators used metaphors and satirical or sarcastic language to convey their intentions. The female student teachers reported higher incidences than did the male students. Constant workshopping is imperative to remind mentors and school heads of their professional and social obligations regarding teacher education.