School leaders today are making important decisions regarding education innovations based on published average effect sizes, even though few understand exactly how effect sizes are calculated or what they mean. This article explains how average effect sizes are determined in meta-analyses and the importance of including measures of variability…

Describes the National Diffusion Network, a federally-sponsored program that identifies successful educational practices and then helps other schools locate and adopt them. (IRT)

Article analyzes the impetus for alternative schools' development, their present status, and reactions to their development. (Editor)

The thrusts are to require evidence of acquisition of basic skills, institute programs for all students, hire additional reading personnel, institute viable inservice programs for teachers and administrators, solicit community support, and initiate management systems with provisions for options and alternatives. (Author/IRT)

The fatal weaknesses of school innovations develop in the early stages of implementation. The authors present guidelines and suggestions for educators who wish to implement and maintain innovative programs. (Author/IRT)

Curricular change should be a planned process that looks at the needs of students and at the content implications of any course or program. (Author)

Presents a model for schools based on the transmission of algorithms (a set of problem-solving procedures) through computers. Sample lesson series are provided, as well as a description of special teacher qualifications required and the benefits of such a program. (Author/WD)

This article reports educational changes evidenced in a selected group of innovative Catholic schools. A study of these schools compared their educational practices with those advocated by the NASSP Model Schools Project. The findings are pertinent to any school contemplating change. (Editor)

Because of the learning experiences of thousands of school leaders during the last decade, the guidelines presented are more likely to lead contemporary educators to successful implementation rather than to reactionary upheaval or paper pretense. (Author/IRT)

Catalogues past experience in haphazard curriculum planning and offers suggestions for ensuring that curriculum design occurs through logical, orderly, and comprehensive planning. (Author/WD)