A yearlong field study of how communities, school districts, and personal characteristics influence principals' behavior as instructional leaders concluded that successful principals act with purpose, have a multi-faceted image of schools, use routine behaviors to progress toward goals, and engage in the same kinds of behavior. (CB)

Presented here are five detailed case studies of principals (four elementary level and one junior high level) undertaken to verify and modify a theoretical model of how instructional management occurs in schools. The five principals were selected from a larger group of California Bay Area principals identified by central office personnel as…

A case study delineating the instructional leadership role undertaken by a principal of an urban elementary school considers the administrator's social and academic goals for her students, social climate and instructional organization of the school, the principal's contribution to their creation and maintenance, and direct and indirect…

From interviews with 32 principals and observations of 17 of those interviewed emerged a picture of effective leadership in instructional management and school administration. Success was connected to the principals' capacity for linking routine activities to the school's context and a personal vision of its mission. (SK)

A study of 42 successful principals with diverse approaches reveals that success depends on connecting routine activities to an overarching vision of school aims. A heuristic model facilitates visualizing the principal's role, operational context, and goals. (TE)

This case study presents findings from a year-long ethnographic study of the female principal of a secondary school in an innercity setting. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings to investigate the instructional management role of principals. Data collection…

This case study presents findings of a year-long ethnographic study of a principal of a suburban elementary school. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings that investigated the instructional management role of principals. Data collection involved hundreds of hours…

Presents case studies of the leadership behaviors of four elementary school principals in rural, suburban, and urban schools. Argues that principals' success in maintaining potent instruction depends largely on their context: the community and school district; the school climate; realities of the instructional organization; and student needs. (KH)

This case study presents findings from a year-long ethnographic study of a principal of an elementary school in a stable, urban environment. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings to investigate the instructional management role of principals. Although previous…

This case study presents findings from a year-long ethnographic study of a principal at a dilapidated rural elementary school with arid, dusty surroundings. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings to investigate the instructional management roles of principals.…

This case study presents findings from a year-long ethnographic study of an urban junior high school principal. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings to investigate the instructional management role of principals. Although previous research offers disparate…

This case study presents findings from a year-long ethnographic study of a suburban elementary school principal. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings to investigate the instructional management role of principals. Although previous research offers disparate…

This fourth volume of a six-volume study of a school district code-named "Milford" provides an ethnographic account of Kensington School today. Tracing the school's development through the 1979-80 school year, the study's central metaphor is of a ship on a perilous journey. Chapter 1 describes the school's opening day and "Crosscurrents in…