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Bitter, Gary; Thomas, Lajeane; Knezek, Donald G.; Friske, Joyce; Taylor, Harriet; Wiebe, James; Kelly, M. G. Peggy – NASSP Bulletin, 1997
The National Educational Technology Standards Project, partly funded by the National Aeronautics and Space Administration, aims to develop technology performance standards for preK-12 students, establish specific applications of technology throughout the curriculum, provide standards for supporting technology in schools, and address student…
Descriptors: Classroom Environment, Educational Improvement, Educational Technology, Elementary Secondary Education

Teele, Sue – NASSP Bulletin, 1996
Tests, class assignments, and teaching methods usually focus only on linguistic and logical-mathematical intelligences. The Teele Inventory of Multiple Intelligences examines students' dominant intelligences and has been used to demonstrate the abilities students possess at different grade levels. Teele has also developed a model that identifies…
Descriptors: Educational Environment, Elementary Secondary Education, Intelligence, Performance Based Assessment

Brunelli, Jacalyn – NASSP Bulletin, 1990
Opportunity to respond is a valuable tool in any classroom. By observing a target student in the gym, the administrator can develop a picture of the class's response patterns and evaluate the activity's educational value. The gymnasium is a classroom where all students should be learning. Includes two references. (MLH)
Descriptors: Educational Environment, Observation, Physical Education, Program Evaluation

Wynne, Edward A. – NASSP Bulletin, 1989
Charts modern phenomena (technology, urbanization, affluence, large institutions, mass media, and others) that affect human interactions and teach certain attitudes. Provides supporting statistics to show increases in youth suicide, illegitimate births, delinquency, substance abuse, and homicide. Outlines desirable school changes producing modest…
Descriptors: Alienation, Drug Use, Educational Environment, Organizational Climate

Smith, Penny L. – NASSP Bulletin, 1994
In Department of Educational Leadership and Policy Analysis at East Tennessee State University, faculty members feel open, honest discussion of departmental issues helps create a healthy learning atmosphere. A graduate student can be found at most meetings and is often consulted regarding pertinent issues. Seminars for principals involve real-life…
Descriptors: Administrator Education, Educational Environment, Meetings, Professional Development

Watkins, Karen E.; Marsick, Victoria J. – NASSP Bulletin, 1999
The learning organization learns continually and has the capacity to transform itself. This article presents a model addressing three levels of interrelated learning (individual, team, and organizational) and discusses seven action imperatives. Creating continuous learning opportunities, promoting dialog and inquiry, and building teams are vital…
Descriptors: Elementary Secondary Education, Leadership Responsibility, Models, School Organization

Coleman, James S. – NASSP Bulletin, 1974
This article is a discussion by the chairman of the Panel on Youth of the President's Science Advisory Committee of a report developed by his committee and its implications with the Wingspread conference group. (Editor/RK)
Descriptors: Conference Reports, Educational Environment, Educational Objectives, Educational Research

Ferguson, D. Hugh – NASSP Bulletin, 1975
Not all children are self-motivated, not all like the spotlight, not all are aggressive enough to express their need for help or even to ask questions. Security must be provided in individualized classrooms, as well as freedom, says this author. (Editor)
Descriptors: Educational Environment, Educational Needs, Individualized Instruction, Open Education

Valentine, Jerry W.; And Others – NASSP Bulletin, 1975
Verbal interaction with the various segments of school and community is the principal's most time consuming and important activity. This article reports a study of how verbal expression can affect a school's climate. (Editor)
Descriptors: Administrator Characteristics, Educational Environment, Principals, Student Attitudes

Kachur, Donald S. – NASSP Bulletin, 1973
Student teachers are a large responsibility for the host school's cooperating teachers. To avoid problems that might lead to student teaching negotiations, administrators might consider the points made in this article. (Editor)
Descriptors: Classroom Environment, Cooperating Teachers, Educational Policy, Student Teaching

Baughman, M. Dale – NASSP Bulletin, 1973
To the author joy suggests an inner harmony with one's physical and human environment. Pupils, teachers, and principals--all are constantly reaching for that inner harmony. (Author/CB)
Descriptors: Attitudes, Educational Environment, Happiness, Humor

Briney, Andrena C. – NASSP Bulletin, 1972
Promoting steady enthusiam and personal affirmation in teaching, the author describes a program in Tennessee called the Living Curriculum. (Editor)
Descriptors: Classroom Environment, Educational Principles, Educational Strategies, Language Arts

Huling, Leslie L.; And Others – NASSP Bulletin, 1983
Examines three collaborative action research projects on school effectiveness--one each in Texas, Iowa, and Florida--to show how university and secondary school personnel can cooperate to implement research findings in schools. (JW)
Descriptors: Diffusion (Communication), Educational Environment, High Schools, Research Utilization

Lordon, John F. – NASSP Bulletin, 1983
Principals seeking to establish an effective school climate must address these questions concerning school discipline: How committed is the staff to discipline outside the classroom? Are school policies clear to students? Do teachers engaged in student supervision have positive attitudes? Is discipline consistent? Are planning and supervision…
Descriptors: Discipline Policy, Educational Environment, Elementary Secondary Education, Student Behavior

DeLeonibus, Nancy; Thomson, Scott D. – NASSP Bulletin, 1979
Reasons principals give for leaving the principalship involve job conditions more than personal or community circumstances. Diminished authority contributes to the attrition rate. From a random survey of 4,766 secondary school principals, just under 10 percent (446) indicated they had decided to leave the principalship in 1979. (Author/LD)
Descriptors: Career Change, Individual Power, Job Satisfaction, Principals