On-time high school graduation is an important topic in educational research, policy, and practice. However, no comprehensive meta-analyses had been conducted on this topic. The current meta-analysis reviewed 47 articles published from 1985 to April 2022 and aggregated the effect in four dimensions: student background, family support, school…

It has been well established that controversial issue discussions are an integral component to a high-quality civic education. However, as the United States has become increasingly politically polarized, teachers have become more hesitant to engage students in discussions of controversial political issues. Two decades worth of literature on…

Literature is reviewed supporting the contention that teacher expectations are a crucial element of the educational climate that can influence students' motivation, measured ability, and achievement. (MJL)

Student violence is an unwelcome reality that administrators cannot ignore. Although a literature review found a relationship among principals' leadership behavior, school climate, and school violence, its strength and nature are unclear. The issue's complexity may discount efforts to generalize about these relationships apart from explanations…

Recent research in England and the United States shows most schools have a positive climate; school size, community type, and attendance level make a difference; teacher perceptions vary; student discipline and attitudes can be climate dissatisfiers; and principals make a difference. Key beliefs and values profoundly influencing faculty members…

Describes a framework for moving from the general school effectiveness factors to specific practices and behaviors focusing on strong leadership by the principal. Outlines the general functions of instructional leadership, then narrows to one function, monitoring student progress, and derives specific principal behaviors. (MLF)

Reviews research findings of the observer effect on student and teacher behavior and its implications for administrators. (Author/MLF)

Principals in restructuring schools are working in an increasingly turbulent policy environment that adds expectations but deletes little from their traditional roles. Two tasks form the basis of newly defined power relationships--delegating responsibilities and developing collaborative decision-making processes. Leading from the center means…

Reviews the social and educational problems caused by drug abuse. Poses policy questions that must be asked when developing school drug use policies and cites examples of the successful implementation of drug policies in two schools. Identifies critical aspects of the drug prevention curriculum. Urges cooperation between schools and local…

First of two articles that review 16 major research studies of secondary education in the United States during the early eighties. The purposes, assumptions, and methodologies of the studies are examined here. A later article will cover other aspects of the research. (Author/MLF)

Describes the most frequent stress producers identified by school administrators. Suggests four areas that warrant further training and improvement--time management, interpersonal relations, community relations, and coping with rules and regulations. (Author/WD)

Principals' major challenge is to manage a productive work culture creating more ideal conditions for learning. This article reviews some common cultural dimension themes found in current best sellers on management, including symbol systems, group sharing and networking, reward and recognition systems, and empowerment and entrepreneurial…

Concludes a review (begun in this journal's previous issue) of 16 studies, currently being conducted or recently completed, of secondary education in America. Outlines the types of information that these studies can be expected to generate and comments on the probable quality, usefulness, and shortcomings of the various findings. (PGD)

Broad-based effective schools research suggests a school excellence model attributing student achievement to principal leadership, a positive school climate, the primacy of basic skills, high teacher expectations, an assessment and monitoring system, and the integration and coordination of the real and ideal curriculum and student assessment. (DCS)

Reviews the range of thought concerning the extent to which the student's educational experience should be formally structured and externally imposed or informal and structurally controlled by the student. Recommends allowing students to make choices to the extent that they are comfortable and learning remains functional and effective. (PGD)