Second- and third-wave organizational development models fail to facilitate long-term school improvement or enhance individual growth and personal competency. The fourth-wave models focus entirely on individual growth as the primary source of overall organizational success, relying on team consultation, collegiality, and cooperative learning for…

Describes 10 components that are characteristic of effective assessment programs. Suggests that effective assessment programs are ones that have a recognized campus value in addition to satisfying the requirements established by external mandates. (RS)

Describes the application of strategic-planning principles at Gainesville College (Georgia) in the 1980s, the commitments the college made to both specific and general planning objectives, and the results over time as reflected in enhanced institutional effectiveness. Concludes that any strategic plan must be implemented daily and must be…

Examines effects of teacher knowledge about learning on school effectiveness, based on experiences of 32 secondary teachers engaged in a reflectively oriented professional-development program. Involvement in a systematic exploration of the learning process, with teachers explicating their knowledge about learning, directly affects display of…

Tested theoretical and null hypotheses concerning principals' optimism, teacher perceptions of that optimism, and school effectiveness. Teachers and principals in 50 secondary schools responded to two standard measures. Teacher perceptions of their principal's optimism and of their school's effectiveness were correlated, but the principal's…

Focuses on top-down administered accountability systems designed to drive the system toward higher student achievement. Warns that school-based accountability systems should be used with caution: using individual schools as the primary unit of accountability can create negative incentives for teachers and principals to avoid schools with…

Examines the role bureaucracy plays in shaping educational performance using district-level data from 350 public school districts in Texas. Reveals negative relationships between bureaucracy and student performance across several grade levels. (Contains 20 references.) (JOW)

Examines findings of a study that surveyed British primary headteachers about the design and implementation of their school development plans (SDPs). Considers findings in the light of recommendations to schools from the government, the local education authority, and the school effectiveness literature. Comments on discrepancies between the…

Discusses an elementary school that models Charles Wittle's theory that public schools jointly managed by the public and private sector can offer an education superior to that of traditional public schools. Notes that the school uses an integrated multicultural curriculum, new reading stimulants, practical training, and use of computers and other…

Describes instructional strategies from an inductive teaching high school chemistry class. First published in 1953. (YDS)

Examined the organizational health of a typical set of high schools in Ohio, focusing on the influence of organizational health on mathematics proficiency as defined by the percentage of twelfth-grade students who passed the Ohio Proficiency Examination in Mathematics. (EV)

Describes and evaluates a 3-year, 6-district (2 urban, 2 suburban, and 2 rural) Effective Schools Process demonstration project in Ohio. (PKP)

The feelings (self-concepts and attitudes) of 21,000 British 7-year-olds toward math, reading, and school were investigated using multivariate multilevel models. The most important explanatory variables were the teacher and pupils' academic level. Other variables (age, sex, and first language) were weakly connected to attitude measures. (Contains…

No Child Left Behind (NCLB), the federal school-accountability law, is widely held to have accomplished one good thing: require states to publish test-score results in math and reading for each school in grades 3 through 8 and again in grade 10. The results appear to be telling parents whether their child's school is doing a better job than the…

Suggests that networks of schools help improve school performance, and that one reason some networks are successful is that they promote the creation of sound institutional environments in member schools. Describes three such networks: the Matte Schools of Santiago, Chile; the Fe y Alegria schools in Latin American countries; and the Accelerated…