On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in…

The purpose of this study was to discover and compare perceptions of three different groups of Indiana elementary educators concerning the importance of areas of the principal's literacy knowledge base, as well as responsibility for and use of this knowledge by principals to adequately support effective research-based literacy instruction. The…

Presents and analyzes the first year's results of a longitudinal study designed to measure teachers' and principals' stages of concern regarding implementation of a potentially controversial innovation--benchmark testing. Results indicate that the responding 241 teachers and 52 principals were positively disposed and interested in making the…

Leadership, teaching personnel, and curriculum and instruction appear to be the three major variables related most directly to school improvement and school success. Effective principals provide strong instructional leadership and assume the role of change agent. (JHZ)

The procedures and coding schema that have been developed by the Research on the Improvement Process (RIP) Program for analyzing the frequency of interventions and for examining their internal characteristics are described. In two in-depth ethnographic studies of implementation efforts, interventions were the focus of data collection and analysis.…

This study was undertaken by the Ontario (Canada) Public School Men Teachers' Federation to: (1) describe current practices and problems in curriculum implementation in Ontario public elementary schools; (2) provide information about the attitudes of federation members toward practices; and (3) identify barriers that block educators from…

Sixty-nine Israeli school principals completed questionnaires designed to reveal the factors contributing to the leadership styles they used when initiating curricular changes. The principals fell into three leadership categories: "Initiators," who seek change in accordance with long range policies and goals; "Responders," who…

This research study was undertaken in order to understand the dynamics of curriculum revision. The study examines reasons for change, persons involved in revision, frequency of revision, ways of evaluating a revised curriculum, and consistency of revision processes across school districts. Information was obtained through surveys distributed to…

"Turning Points 2000" places more emphasis than the original volume on teaching and learning and the principal's role in focusing reform efforts on improving curriculum, assessment, and instruction. Teachers and administrators must strive to create a developmentally appropriate and intellectually challenging instructional program. (MLH)

The principal's role in rural school reform is to create a climate for implementing change, to remove barriers to reform, and to establish the need for school improvement. Committing to the reform effort; linking curriculum development to systemic change; and facilitating collaboration among staff, parents, students, and the community are tactics…

Focusing on investigating processes of curricular and instructional change for the period 1976-82, the study examined change processes in 2 medium size (400-500 students) Vermont rural high schools not known for being innovative. The research framework was constructed around the change process model and accompanying subprocesses of mobilization,…

Describes the Principal-Teacher Interaction Study that focused on the interventions made by nine elementary school principals and their staff and on their involvement together in the implementation of new curricula. Examines what principals and others did in the process of facilitating change and what effects their interventions had on the…

CURRICULUM AND INSTRUCTION ARE INCREASINGLY VITAL ISSUES FOR COLLECTIVE NEGOTIATION BETWEEN TEACHERS AND SUPERVISORS AND THEIR SCHOOL BOARDS. THIS DOCUMENT SUGGESTS GUIDELINES FOR EFFECTIVELY DEVELOPING A POSITIVE APPROACH TO THE RESOLUTION OF DIFFERENCES BETWEEN PARTICIPANTS IN THE DECISIONMAKING PROCESS SO THAT THE MOST EFFECTIVE LEARNING…

This is the 2011 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains five parts. Part I, Invited Chapters, includes: (1) NCPEA President's Message, 2011 (Gary W. Kinsey); (2) Shadows and Images II (Lloyd Duvall); and (3) Micropolitics in the School: Teacher Leaders' Use of Political Skill…

Although the principalship has existed for almost a century and a half, principals' roles are as varied as their surroundings and almost as difficult to generalize about. No part of the principal's role is debated with more fervor than the role he or she must play in the instructional program. As school systems have become more bureaucratic, many…