To influence lasting change in schools, principals must study general research findings, understand people's reactions to change and the limitations of effective schools research, examine sources of change, work to develop an effective leadership style, analyze structures affecting change, use outside facilitators, review and select planning…

Like many other people, teachers resist change out of habit, fear, and a sense that change is futile. Principals can enhance change by timing innovations appropriately, involving all those affected by the change, convincing those involved that the change is "theirs," and demonstrating serious commitment through adequate support. (PGD)

To help avoid past mistakes in attempts at curriculum and instructional improvement, this article offers five guidelines for secondary school curriculum change and innovation. (DCS)

A step-by-step process for changing curriculum, based on research by both the Ford and Danforth Foundations, stresses that administrators and teachers must work together to bring about meaningful change. (Author/MLF)

The educational changes that seem to offer the greatest long-term benefits are those that focus on modifying the behaviors of teachers, administrators, and students in the interest of good schools. (Author/MLF)