Reviews the principal's role in instructional accountability, management systems, communications, remedial programs, teacher inservice programs, teacher recruitment, and testing. (Author/WD)

Provides a checklist that allows identification of five major leadership styles, along the axes of concern for production and concern for people. (MLF)

Reports the results of a survey of teachers in the Fairfax County (Virginia) Public Schools regarding their preferences for staff development and draws implications for other schools. (Author/JM)

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)

The principal must analyze curriculum content and instructional methods and correlate these with instructional objectives and outcomes. (JM)

Explains how schools, regardless of size, can provide ongoing and innovative programs for professional growth. (JM)

Takes the reader step-by-step through the sequence of events required to develop an alternative educational program. (Author/JM)

The principal has a duty to assess the worth (make a summative evaluation) of the various parts of the organization, including teachers, and the further responsibility for making provision for the formative evaluation of the teaching staff with a view to assisting them in their personal and professional growth. (Author)

Good staff morale is crucial to the operation of an effective educational program. Suggestions are made for principals. (Author/MLF)

Strategies for meeting the challenges and responsibilities that the accountability movement implies for the school administrator, particularly the principal. (Author/MLF)

How a principal operates and functions as the leader of a school is based on complex interactions. What these are and how they affect the principal are described. Concludes that principals will continue to have major roles in tomorrow's schools. (Editor/RK)

Students benefit when educators personalize a high school by developing a sense of community. A Puerto Rico international school employed middle-level concepts (interdisciplinary teams and advisory programs) to build community. Community-minded educators develop a definition unique to their school, know the characteristics of effective…

Reviews cooperative learning benefits and advises vocational teachers, principals, supervisors, administrators, and student organization members to cooperate to plan meaningful activities. Describes Future Homemakers of America's planning process; advocates a balance among cooperative, competitive, and individualized working modes; and provides…

To create effective schools, principals must make learning and teaching their highest priority. Effective schools research shows that, when teachers expect students to learn, help them learn, and hold them accountable for learning, they learn and improve their academic performance. Learning expectancy phases are traced from 1837 to the present.…

Student journalism is struggling to survive due to demanding high school graduation requirements, stricter college admission standards, and skeptical state departments of education. For student journalism to survive and prosper, education agencies, college officials, and journalism teachers must cooperate and receive strong support from the…