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Hart, Leslie A. – NASSP Bulletin, 1973
To retrain teachers for better performance, the author says, the teaching environment must be changed significantly. He elaborates on his theory and gives examples of his method. (Editor)
Descriptors: Classroom Environment, Educational Environment, Educational Programs, Retraining
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Biesinger, Kevin D.; Crippen, Kent J.; Muis, Krista R. – NASSP Bulletin, 2008
Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant…
Descriptors: Block Scheduling, Self Efficacy, Teaching Methods, Student Attitudes
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Pope, Carol A. – NASSP Bulletin, 1990
Principals may wonder how to evaluate teachers using student-centered, indirect teaching strategies with an assessment instrument geared to reward a more teacher-centered approach. This article offers some suggestions concerning the instructional cycle, classroom observation techniques, postobservation conferences, and the formal writeup. (MLH)
Descriptors: Classroom Observation Techniques, Educational Environment, Elementary Secondary Education, Evaluation Methods
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Pollard, Barbara – NASSP Bulletin, 1999
Talk in U.S. classrooms often reveals student ignorance, but it also involves interpersonal exchange. British students' spoken opinions may be undervalued, but they are better writers and interact more often with teachers. American students may not value writing as necessary. Listening to students' voices may help bridge cultural limitations. (MLH)
Descriptors: Classroom Environment, Classroom Techniques, Comparative Education, Educational Change
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Hackett, Peter; McKeon, Thomas L. – NASSP Bulletin, 1976
The formulation of a drug policy and the implementation of that policy in a firm but fair manner are the responsibility of the school administrator. Authors give serious consideration to this responsibility. (Editor/RK)
Descriptors: Administrator Education, Administrator Responsibility, Community Involvement, Curriculum Development
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Dyer, Timothy J. – NASSP Bulletin, 1996
To realize NASSP's reform goals in "Breaking Ranks," educators must first personalize high schools. This means every student should have a personal adult advocate and a personal progress plan; teachers must teach to students' learning styles; and no school should be larger than 600 students. A 1996 national student survey underlines the…
Descriptors: Classroom Environment, Cognitive Style, Educational Change, High Schools
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Gilliom, M. Eugene; Farley, John R. – NASSP Bulletin, 1990
The average teacher-in-training's international background tends to be shallow and narrow, both professionally and personally. Teacher preparation programs, as shown in two teaching scenarios, must be changed to reflect a more global perspective. Administrators play a key role in shaping faculty attitudes and creating a supportive, experimental…
Descriptors: Administrator Characteristics, Curriculum Development, Educational Environment, Global Approach
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Nunnelley, Jeanette C.; Whaley, Janie; Mull, Rhonda; Hott, Glenda – NASSP Bulletin, 2003
Principals set the tone and create visions for innovation and change. Mounting research about the brain tempered with cautions of over interpretations can aid the principals to provide leadership in implementing more brain compatible schools. Practical strategies encompass the emotional environment of the school, policies, and procedures that…
Descriptors: Brain, Principals, Teaching Methods, Secondary Schools