Ties inservice education and staff development programs to distinct instructional missions at elementary, junior high, and high school levels. According to a needs assessment completed by 1,400 teachers in a large urban school system, secondary teachers perceive a greater need for staff development activities than elementary teachers. Includes one…

Highlights a school district in Adams County, Colorado, that credits much of its success to a management-by-objectives approach and is now adding an authentic zero-base budgeting program. (JM)

Suggests that computers today have even more uses in schools than they did in the sixties. Presents the plan used in the Lexington (Massachusetts) Public Schools to employ computers in education. (JM)

Contends that improvement in teaching must be a continuous process and suggests a cycle of review, identify, analyze, and revise to stimulate greater self-confidence and success in teachers. (Author/JM)

Presents a model for use by administrators in maintaining a contemporary organization. Stresses the administrator's responsibility to know faculty members' strengths and weaknesses, avoid factions, set goals, introduce change in small increments, and remain flexible. (Author/WD)

Describes a composition program in which the key writing objectives for each grade level were carefully and simply defined. Each student has a cumulative writing folder that contains proof of attainment of objectives. (JM)

Considers the recent report of the National Commission on Excellence in Education in light of the last great drive toward educational reform (1958-60), with its emphasis on teaching children how to think. One consequence of this was the social upheaval of the sixties, resulting in the reactive "back to basics" trend. (TE)

Description of a long-range plan for program improvement and curriculum revision through the development of exit-level student objectives for each course and grade level. (JG)

Discusses plans and techniques on Omaha, Nebraska, school district developed for implementing distric wide educational goals. (JG)

Although American schools are not as good as they might be, most indicators suggest that they are better now than in the past, that they are better than schools in other nations, and that they are generally successful in meeting the commonly accepted goals of education. (JG)

Argues that systematic positive feedback techniques such as those currently used in industry can and should be adapted as a management technique in schools--between administrators and teachers and between teachers and students as well. (TE)