Educational leadership entails developing teacher behaviors that support student learning. This article outlines ways of achieving this goal through positive reinforcement. (Author/WD)

Untrained instructors can become successful adult educators with individually-tailored program supervision. Continuing education administrators who hire experts without teaching experience should look for such qualities as confidence, patience, enthusiasm, and ability to relate to people. (SK)

Relying on his experience as an urban principal, the author relates several vignettes to illustrate the importance of a smoothly working school team of administrators, teachers, and counselors. (Author/JM)

Discusses four complementary interventions required for principals to improve classroom visits: Provide clear, grade-specific curriculum proficiency targets; develop results-oriented, teacher team-planned curriculum units; adopt Japanese lesson study approach to teaching; and use data to improve teaching and learning. (PKP)

Idea man par excellence, Lee Shulman has long set directions for research on teaching. After founding and directing the Institute for Research on Teaching at Michigan State University, Shulman, now at Stanford, continues his far-reaching investigations into the interplay of content and pedagogy and into assessments of teaching that faithfully…

A veteran cooperating teacher suggests that the key to a successful student teaching experience is organization and preparation, including setting objectives for the supervising teacher and student teacher, providing school orientation and a work area for the student teacher, helping pupils adjust to a student teacher, and accessibility. (CB)

Jean Hill's article in the same "Journal of Curriculum and Supervision" issue critiques the interpretivists' alleged ambiguities, contradictions, and uncritically held assumptions, based on the a priori assumptions of his own positivist paradigm. Critical theorists would deplore the exclusion of Marxism, feminism, and race-specific…

Teach for America, the recent private reincarnation of the 1960s Teacher Corps, sends college graduates to teach for two years in understaffed schools. One TFA participant warns those planning President Clinton's national service program that eight weeks of training is insufficient to train competent teachers. Unless teachers are smartly selected,…

This article shares the personal opinions of eight physical education teachers. The educators briefly share their feelings on structured recess.

This paper proposes that the Council of Professors of Instructional Supervision (COPIS) start a journal devoted to the study and practice of instructional supervision and examines the history of "The Journal of Educational Method" to support the contention that the proposed new journal could thrive. An opening section argues that the…

A discussion of the distinctions made between teacher training (preservice) and development (inservice) focuses on these issues in the context of supervision of teachers of English as a Second Language (ESL). Knowledge from the larger field of education is applied to the interactions of teacher and supervisor. The supervisor's role is seen from…

Problems encountered in mainstreaming are described in this paper, with a focus on ways to avert them. Mainstreaming refers to the placement of selected special needs students in the regular classroom. Negative teacher attitudes toward mainstreaming present a major obstacle. Because teachers have a significant effect on program effectiveness, the…

In this paper, a college professor applies existential philosophic thought to his "everyday teaching practice." He points out the stifling effects of working within a bureaucratic school organization. He presents personal experiences in dealing with the problems encountered daily in the classroom. The professor believes it is possible to, in the…

To what extent can school principals provide effective educational leadership? Research shows that, contrary to textbook images, principals react to their circumstances instead of controlling them and that they spend most of their time on administrative, not instructional, matters. Further entrenching principals in their administrative role is the…

Seeking to clarify the purpose of teacher evaluation, the author advances a strategy in which improvement of instruction is the primary goal of evaluation. The paper divides the activities and strategies involved in evaluation into three broad categories: observation, judgment, and assignment of value. It recommends a process in which only those…