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Sinclair, Anne C.; Bray, Laura E.; Wei, Yan; Clancy, Erin E.; Wexler, Jade; Kearns, Devin M.; Lemons, Christopher J. – NASSP Bulletin, 2018
Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers'…
Descriptors: Team Teaching, Regular and Special Education Relationship, Disabilities, Secondary School Teachers
Dahir, Carol A.; Burnham, Joy J.; Stone, Carolyn B.; Cobb, Nicole – NASSP Bulletin, 2010
School principals and school counselors have the ability to forge a unique collaborative relationship to improve student achievement. Historically, school counselors have altered the primary focus of their work as deemed by the perspective of their principals. With an emphasis on improving student success in school, this study revealed the…
Descriptors: Academic Achievement, School Counselors, Principals, Counselor Role

DiGeronimo, Joe – NASSP Bulletin, 1986
Campus supervisors can be an integral part of a high school support staff, despite their cost. By carefully selecting good campus supervisors, districts can provide safer, cleaner, and more pleasant learning environments. (TE)
Descriptors: Campus Planning, Educational Facilities Planning, Elementary Secondary Education, School Buildings

Mohn, Patricia – NASSP Bulletin, 1985
Schools are being encouraged to include more technology, but planning is an essential step in integrating technology into the curriculum. Provides a description of a successful approach to curriculum development taken in Minnesota. (MD)
Descriptors: Curriculum Development, Educational Planning, Elementary Secondary Education, Microcomputers

Marshall, Jon C.; Caldwell, Sarah DeJarnette – NASSP Bulletin, 1984
Reports the results of a study examining the goal-setting process within the School Improvement Model, which evaluates relations between school goals and personal goals and between school goals and inservice interests. (MD)
Descriptors: Cooperation, Educational Change, Elementary Secondary Education, Inservice Education

Otto, Robert C. – NASSP Bulletin, 1986
Dicusses Modesto City (California) Schools' successful planning process for integrating a computer education program into the curriculum. Planning focused on six basic questions the district asks about any curriculum area reviewed. Generic skills needed for decision-making and other academic and occupational pursuits were targeted. (MLH)
Descriptors: Computer Assisted Instruction, Computer Oriented Programs, Curriculum Development, Elementary Secondary Education

Sybouts, Ward; Stevens, Dorothy Jo – NASSP Bulletin, 1986
Presents an eight-step model for introducing computers into an educational program. Emphasizes advance planning, which includes developing a theoretical basis, specifying a mission, defining measurable outcome, refining evaluation criteria, preparing a program, and implementing, evaluating, and recycling the results. (MLH)
Descriptors: Computer Assisted Instruction, Computer Software, Educational Planning, Educational Technology

Sandfort, James A. – NASSP Bulletin, 1985
Student activities were overlooked in the recent national reports on education indicating the possibility that they are not considered significant. Provides a seven-step agenda for ensuring that such programs retain their position in the schools. (MD)
Descriptors: Educational Finance, Elementary Secondary Education, Extracurricular Activities, Individual Development

Marshall, Jon C.; Caldwell, Sarah DeJarnette – NASSP Bulletin, 1984
A study that evaluated the effectiveness of formal and informal needs assessment procedures found them equally valid in ascertaining information for planning staff development programs. (MD)
Descriptors: Educational Planning, Elementary Secondary Education, Inservice Teacher Education, Needs Assessment

Blome, Arvin C. – NASSP Bulletin, 1985
Outlines the first part of a two-phase process for developing a student teacher evaluation model. A listing of the nine "core tasks" comprising the evaluation instrument is provided. (MD)
Descriptors: Elementary Secondary Education, Models, Motivation, Planning
Huffman, Jane – NASSP Bulletin, 2003
Defining a vision based on shared values is a crucial step that administrators must consider as they lead their schools through reform efforts. This article reports findings from a national study of creating professional learning communities in schools and how an organizational framework helped to explain vision development in 18 schools.…
Descriptors: Educational Objectives, Educational Change, Teacher Collaboration, Cooperative Planning

Guse, GeorgeAnn M. – NASSP Bulletin, 1986
Broken Arrow Public Schools (Oklahoma) planned and implemented a successful computer education program for students at elementary, middle, and high school levels within a modest budget. After resolving four basic questions concerning goals, integration, responsibility, and implementation, the district developed overlapping programs in computer…
Descriptors: Computer Assisted Instruction, Computer Literacy, Computer Science, Curriculum Design

Koslofsky, Norman – NASSP Bulletin, 1984
A well-prepared lesson plan is the most effective tool for effective teaching and classroom control; determination and dedication lead to success; and other advice for new teachers. (DCS)
Descriptors: Classroom Techniques, Discipline, Guidelines, Instruction

Powell, Arthur G.; And Others – NASSP Bulletin, 1985
High schools seek to maximize student holding power providing something for everybody. This shopping mall concept produces schools in which variety, choice, and neutrality are counterproductive for some individuals. To counteract this effect schools need to take risks through greater commitment to individual student development and to higher…
Descriptors: Academic Achievement, Curriculum, Decision Making, Discussion (Teaching Technique)

Fillenberg, Carol K. – NASSP Bulletin, 1984
Middle level program planning involves three phases over three years: developing a written school philosophy, designing the curricular program, and implementing the plan to meet objectives. (Author/DCS)
Descriptors: Curriculum Design, Educational Objectives, Educational Philosophy, Educational Planning
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