Curriculum development should be a comprehensive process requiring a broad-based view of the educational system and its place within society, thus necessitating the use of a systematic curriculum development model. Such a model is provided here. Three references are provided. (DCS)

Immediate steps must be taken to construct a plan to help middle school students make the transition to the high school. A Program Evaluation and Review Technique model for helping to construct such an articulation plan is provided in this article, and program sequence and timeline charts are included. (DCS)

Describes the Walker-Carfield Model for teacher evaluation, designed to reduce teacher anxiety and hostility and reduce administrator time. Includes the Teacher Effectiveness Chart. (MD)

Four research models used by schools to study writing across the curriculum are compared and discussed briefly, reasons for conducting such research are considered, and recommendations are provided for those interested in conducting similar research. The models cited were used in New Jersey, Toronto (Canada), and Perth (Australia). (PGD)

Outlines the uses of power in the position of principal. Includes definitions of types of power and explains how to implement an empowering approach that enables principals to have power "with" not "over" their teachers. (MD)

Provides a model for developing a course in student leadership at the secondary level. Includes a sample outline for a Basic Leadership Course and a sample outline for an Advanced Leadership Course. (MD)

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

The supposed gulf between curriculum development as it is practiced, and curriculum theory, may be an imaginary one, this article suggests. Textbook curriculum axioms are used to analyze Mississippi's Accountability and Instructional Management program, and it is found to be consistent with the theory taught in college classrooms. (DCS)

Values education should be an essential part of the athletic experience, say these writers, who have developed a model for accomplishing that end. The model calls for specific effort to be directed toward teaching in the affective domain. (Author/TE)

Outlines the first part of a two-phase process for developing a student teacher evaluation model. A listing of the nine "core tasks" comprising the evaluation instrument is provided. (MD)

Presents research-based guidelines for improving instruction. Areas treated include planning, teaching method and style, classroom management, student-teacher relationships, and conditions that inhibit good teaching. (MCG)

Outlines the findings from the NASSP Task Force on Effective School Climate including clear definitions of school climate and a model illustrating the inputs and outputs of the school environment. Includes a table for the model. (MD)

Explores various ways to assess and develop gifted students' leadership skills. (MCG)

Presents a teacher evaluation model based on the use of an effective teaching criteria list. Includes two schematic figures. (MD)

Broad-based effective schools research suggests a school excellence model attributing student achievement to principal leadership, a positive school climate, the primacy of basic skills, high teacher expectations, an assessment and monitoring system, and the integration and coordination of the real and ideal curriculum and student assessment. (DCS)