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| Guidelines | 8 |
| Program Descriptions | 8 |
| Program Evaluation | 2 |
| Academic Achievement | 1 |
| Administrator Attitudes | 1 |
| Administrator Role | 1 |
| Art Education | 1 |
| Art Teachers | 1 |
| Block Scheduling | 1 |
| Career Education | 1 |
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| NASSP Bulletin | 8 |
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| Baker, David W. | 1 |
| Cohen, Gloria | 1 |
| Eichhorn, John P. | 1 |
| Hawkes, Mark L. | 1 |
| Johansen, Don | 1 |
| Peckenpaugh, Donald | 1 |
| Queen, J. Allen | 1 |
| Spanjer, R. Allan | 1 |
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| Journal Articles | 3 |
| Reports - Descriptive | 2 |
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| Reports - Evaluative | 1 |
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Peer reviewedEichhorn, John P. – NASSP Bulletin, 1976
The students at Dwight D. Eisenhower High School in Washington, Michigan, have been using a type of scheduling that allows them a choice of classes and teachers. Describes the process which consists of a pre-scheduling work-up and a college-type scheduling. (RK)
Descriptors: Guidelines, Program Descriptions, School Schedules, Student Participation
Peer reviewedPeckenpaugh, Donald – NASSP Bulletin, 1977
Presents some guidelines that grew out of the author's experience in closing a junior high school. (IRT)
Descriptors: Administrator Attitudes, Guidelines, Junior High Schools, Principals
Peer reviewedCohen, Gloria – NASSP Bulletin, 1975
Described a project designed to help students improve upon their reading ability. (RK)
Descriptors: Academic Achievement, Guidelines, Middle Schools, Program Descriptions
Peer reviewedHawkes, Mark L. – NASSP Bulletin, 1996
Description and explanation are frequently given precedence over validation when evaluating distance-learning technologies. Evaluation criteria can be categorized into technical, instructional, organizational, and ethical components. Descriptive and explanatory methods include participant observation, interviews, focus groups, document review,…
Descriptors: Definitions, Distance Education, Elementary Secondary Education, Evaluation Criteria
Peer reviewedJohansen, Don – NASSP Bulletin, 1976
An interview program developed as a part of the Career Education Project in the Robbinsdale (Minn.) school district paid off in more ways than one. Describes a significant side effect of the program. (Editor/RK)
Descriptors: Career Education, Field Interviews, Guidelines, Inservice Teacher Education
Peer reviewedSpanjer, R. Allan – NASSP Bulletin, 1975
This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)
Descriptors: Administrator Role, Guidelines, Program Descriptions, Student Teachers
Peer reviewedQueen, J. Allen; And Others – NASSP Bulletin, 1997
An evaluation of the 4 X 4 block schedule used in three North Carolina high schools elicited strong support from teachers, students, and parents. Schools planning to implement this model should review D. G. Hackman's guidelines covering faculty input, feedback procedures, training opportunities, teacher fatigue, holidays, classroom monitoring,…
Descriptors: Block Scheduling, Guidelines, High Schools, Parent Attitudes
Peer reviewedBaker, David W. – NASSP Bulletin, 1979
Arts programs frequently are integrated into other curriculum areas as an economic measure. Although program quality usually suffers as a result, following the guidelines offered here can ensure that integrated programs are effective. (Author/JM)
Descriptors: Art Education, Art Teachers, Guidelines, Integrated Curriculum
