Describes a district's reorganization of 2 K-5 schools into 1 for all K-2 grades and 1 for all 3-5 grades for economic reasons. The principal of the 3-5 facility views better focus and certain innovative initiatives (involving coverage of special topics, a whole-language reading program, and a sequential-research-skills approach) as advantages.…

Coprincipals carry the authority and status of the principal's office equally. The coprincipalship at Lompoc (California) Valley Middle School has functioned successfully for two years. Each principal shares in decision-making and has contacts with both successful and struggling students. (Author/MLF)

Six administrators comment about their experiences as dual principals--situations in which one principal has responsibility for two or even more schools. All agree that the dual principalship imposes restrictions on the principal's role as a leader. (MLF)

A principal describes the conditions in his school that provide intellectual stimulation and promote discussions among staff, students, and himself. (JM)

Genuine school reform demands the redistribution of staff, space, and time within individual schools. Parallel block scheduling lets each teacher work with smaller groups of students daily. Sample scheduling and reading placements are provided. Includes 10 references. (MLH)

The first Center for Research on Elementary and Middle Schools (CREM) report describes the structures and practices currently used at all school levels for staffing, grouping, and scheduling. The report assesses the effects of departmentalization, tracking, ability grouping, and grade spans on student learning and development. (MLH)

The controversy over the decentralization of schools focuses essentially on the issue of community control. This article explores the current status of decentralization and evaluates its effectiveness as a vehicle for community influence and educational reform. (Author/WD)

Offers eight steps for administrators to follow to develop cohesiveness among a school faculty and thus foster positive student attitudes toward school. The eight steps are divided among three distinct strategies: developing common goals, reexamining organizational structure, and evaluating school leadership. (Author/WD)

In an interview published in the June 1980 issue of "Principal," Paul Collins, pioneer principal of a model New Hampshire middle school, called for a real understanding of preadolescent students. The school has continued its experiential learning emphasis and has become involved in action research projects, such as an intensive inservice…

Perceptive principals and teachers can use to their advantage the effects of peer pressure on 10- to 14-year-old children. Schools should provide these middle-grade students with clear expectations, predictable consequences for undesirable behavior, and frequent rewards for positive actions. Conclusions of research on grade grouping are…

Provides a framework that recognizes the multifaceted nature of school restructuring and identifies four restructuring emphases: student experiences; teachers' professional life; leadership, management, and governance; and coordination of community resources. Describes six critical outcomes (authentic student achievement, equity, empowerment,…

Reggio Emilia's pioneering effort in preschool education has been widely replicated throughout Italy, where almost 90% of nation's children aged 3-6 enroll in national, municipal, private preschools. These preschools are unlike any in the United States. There are no building principals or school boards. America must invest more time, money, and…

"Elemiddle" schools serve the needs of young adolescents, aged 10 to 14, in any combination of grades 5 through 8, as part of an organizational structure that includes lower grades. Research has shown that middle schools with 6-8 grade spans and K-8 schools are most likely to implement child-centered programs, practices, and policies than schools…

Sets forth the essential characteristics of Japan's approach to education, including the content, structure, and objectives of public schools; teaching conditions, teaching methods, and the characteristics of teachers; the role of parents; the role of supplemental private education; and the cultural factos that underlie the system's…

Discusses recent and projected trends in (1) enrollments in elementary and secondary schools and among special student populations, (2) the numbers and configurations of elementary and secondary schools, (3) teacher employment and salary levels, (4) state and federal aid, and (5) student performance on national mathematics and science tests. (PGD)