Site‐based management depends on collaboration and teamwork among teachers, administrators, and parents. Collaborative decision making in educational systems is frequently characterized by conflict and disagreement, given differing perspectives and opinions among participants, and differing interests in the status quo. School principals, charged with facilitator roles in locally managed schools, are challenged to address resulting conflicts in ways that yield functional synergies and constructive outcomes which enable schools to respond to community needs. The purpose of this study is to develop a profile of preferred conflict management behaviors and strategies of a sample of principals in a large, urban school district who work in site‐based managed schools. Results reflect these principals’ preference for solution‐oriented conflict strategies. Findings are discussed in terms of the changing leadership responsibilities of principals in site‐based managed schools.

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Discussion of global issues became prominent in the '60s and '70s when changes in human culture began to have effects that transcended national and regional boundaries. Hampered by controversy and indirection, global perspectives in teacher education programs have been slow to develop, but recent world events have created support for education in global perspectives. Many educators and policymakers now agree that schools need to educate students in the issues of global interdependence. Some of the concepts in educational reform, however, such as "cultural literacy," risk fragmenting global information into narrowly defined subjects or distorting it with chauvinism. A global perspective is more than courses on world geography and world history; it requires a holistic approach that gives students an understanding of themselves and their relationship to the world community. The article closes with a discussion of some of the changes necessary to develop a richer global curriculum.

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