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Allen, Carol; And Others – NASSP Bulletin, 1984
Effective principal training should reflect the relationship of theory, training, and practice. The Contingency Framework for Administrator Development (CFAD) model is presented as a training program that can integrate administrative task areas, processes, and characteristics through theory and application. (MD)
Descriptors: Activities, Administrator Education, Elementary Secondary Education, Management Development

Weller, L. David; Wolfe, Delores M. – NASSP Bulletin, 1985
Administrators can help teachers follow six steps to gain the skills and confidence to use computers in the classroom: (1) familiarization with microcomputers, (2) understanding classroom computer applications, (3) acquiring parent and community support, (4) finding appropriate software, (5) introducing computers to students, and (6) evaluating…
Descriptors: Administrator Role, Computer Assisted Instruction, Elementary Secondary Education, Program Implementation

Gorgon, Bruce G. – NASSP Bulletin, 1992
Clinical supervision stresses face-to-face encounters with individual teachers about a specific teaching/learning situation. The process incorporates the use of specific objective data forming the basis for collaborating and aimed at instructional improvement. The five stages are preobservation conference, classroom observation, data and strategy…
Descriptors: Definitions, Elementary Secondary Education, Instructional Improvement, Observation

Ward, James Gordon; Hildebrand, Alexandra – NASSP Bulletin, 1988
This study concludes that a 1985 Illinois instructional leadership mandate does not provide enough incentive or necessary resources for school principals to change their behavior to comply with the legislation. Also, school realities make job changes difficult for principals desiring to adopt new behaviors. (MLH)
Descriptors: Behavior Change, Elementary Secondary Education, Incentives, Instructional Leadership

Kaping, Russ; McKeag, Robert – NASSP Bulletin, 1983
Describes the implementation of and provides guidelines for duplicating a successful program replacing traditional inservice education approaches with a series of 12 lunchtime presentations over a school year. The program avoids teachers' end-of-the-day fatigue, permits long-term inservice planning, and provides a break from the routine. (PGD)
Descriptors: Elementary Secondary Education, Guidelines, Inservice Teacher Education, Program Implementation

Weldy, Gilbert R. – NASSP Bulletin, 1990
"Strengthening School Transitions for Students K-13," conceived and sponsored by NASSP and other organizations, was a project helping seven demonstration school districts address student transition problems. This article summarizes program accomplishments, critical transition points, and keys to success and describes each demonstration…
Descriptors: Academic Achievement, Demonstration Programs, Educational Improvement, Elementary Secondary Education

Firestone, William A.; And Others – NASSP Bulletin, 1990
In 1986 the Center for Policy Research in Education began a five-year study of state educational reform implementations and effects in six states (California, Arizona, Texas, Minnesota, Florida, and Georgia) chosen for their diverse approaches. Most efforts (not all successful) concentrated on increased academics, teacher professionalism, and…
Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Program Evaluation

Manley, Merlin; And Others – NASSP Bulletin, 1989
Describes a teacher induction program with four goals (1) to establish a support team; (2) to help new teachers develop skills and judgment; (3) to explore numerous teaching strategies; and (4) to provide inservice experiences for mentors. The program involves a personal development plan and special topic seminars. Includes 13 references. (MLH)
Descriptors: Beginning Teachers, Cooperation, Elementary Secondary Education, Inservice Education

Caruso, Peter – NASSP Bulletin, 1996
Proponents of school uniforms claim many beneficial advantages: improved academic performance, student safety, discipline, and school morale. Opponents say uniform policies violate the First Amendment and will not dramatically improve student performance. School leaders must juggle two conflicting ideals of justice: a student's right to freedom of…
Descriptors: Conformity, Elementary Secondary Education, Individualism, Program Implementation

Lovell, Ned; Kennedy, Larry – NASSP Bulletin, 1984
Offers a form for determining the scope and sequence of skills in implementing a study skills curriculum. (JW)
Descriptors: Basic Skills, Curriculum Development, Elementary Secondary Education, Models

Sikula, Roberta R. – NASSP Bulletin, 1981
Presents a theoretical model of internal-external communications and an example of an implementation procedure based on that model. (Author/IRT)
Descriptors: Elementary Secondary Education, Organizational Communication, Program Development, Program Implementation

Gilman, David Alan; Andrew, Richard – NASSP Bulletin, 1996
Whenever performance assessment has been introduced into statewide testing programs, various potentially paralyzing difficulties have been encountered surrounding test accuracy, reliability, validity, or suitability. Programs in some states have been discontinued or placed in jeopardy. It is uncertain whether educators can overcome these problems…
Descriptors: Elementary Secondary Education, Performance Based Assessment, Program Effectiveness, Program Implementation

Ornstein, Allan C.; Hunkins, Francis P. – NASSP Bulletin, 1988
To implement curriculum changes successfully, five guidelines should be followed: changes should be research-based; successful innovation requires organizational changes; innovations must be feasible for the average teacher; implementation efforts must be organic, not bureaucratic; and a definite curriculum plan is essential. Guidelines for…
Descriptors: Curriculum Development, Educational Change, Elementary Secondary Education, Guidelines

Mentall, Edward J. – NASSP Bulletin, 1993
Site-based management can be effective way to empower teachers and communities to improve schools. Success will ensue only by involving entire staff in change process, realigning power structure, and using time effectively. Third goal can be accomplished by rearranging school day to allow morning teacher meetings and 10:00-4:00 student attendance…
Descriptors: Change Strategies, Community Involvement, Elementary Secondary Education, Program Implementation

Copeland, Bonnie S.; Saterlie, Mary Ellen – NASSP Bulletin, 1990
After undertaking a study of values education and ethical behavior in fall 1982, the Baltimore County (Maryland) Public Schools formed committees involving more than 2,000 people. Innovative projects involving computer ethics, coaches as role models, academic honesty, and "culture nights" to celebrate the community's ethnic backgrounds…
Descriptors: Committees, Community Involvement, Elementary Secondary Education, Program Implementation