Three conditions have led to the current state of curriculum development: a lack of accurate conceptualization of and general consensus on the major constructs of curriculum development, a lack of leadership among educators to engender effective curriculum design, and a lack of specification in the roles of superintendents and principals who must…

Identifying an instructional leader as a principal who engages in activities that significantly affect the learning that goes on in the school, this article profiles an elementary school principal recognized by the Oregon Association for Supervision and Curriculum Development as one of the state's most effective instructional leaders. The author…

Educational research suggests several ways that principals can affect teachers' curriculum choices. Although some researchers maintain that the use of extrinsic rewards (such as praise or allocation of resources) has some effect on teachers, others have found that teachers are much more apt to be influenced by intrinsic rewards such as student…

This newsletter examines education technology issues of concern to school faculty and administrators. Regular features in each issue include educational technology news, a book review, and a question and answer column. The cover articles during this volume year are: "The Build-or-Buy Decision: No One Right Answer"; "The National…

Emphasizing the importance of information in effective planning and decision making, this document reviews the background on data in education both before and after 1976, with particular emphasis on the Florida Educational Accountability Act and its influence on: (1) comprehensive planning; (2) student assessment; (3) management information…

The principalship promises to be fundamentally different in the future than it has been in the past. Throughout the seventies, social trends and studies of schooling caused a loss of confidence in the principal. Yet by the end of the decade, principals were seen to be important in affecting school productivity, as was suggested by many studies of…

In December, 1991, the National Center for Academic Achievement and Transfer (Washington, D.C.), in cooperation with the Center for the Study of Community Colleges (California), conducted a random national survey of two-year college presidents to identify their attitudes toward and role in curriculum development. Survey findings, based on a 53%…

Begun successfully in 1963 as part of the larger Illinois Plan for the Education of Gifted Children, the demonstration center in "Anytown", a small northwestern Illinois community, was phased out after four years of operation. New curricula for grades 7-12 were developed at the University of Illinois for the Anytown and other similar…