Recent trends are reviewed in support of the contention that urban education is returning to the educational mainstream. The emphasis on professional accountability and the principal as instructional leader, the promise of effective schools research, stronger school-business relationships, and more effective public relations are discussed. (MJL)

An examination of the career paths of 98 male and 18 female elementary principals reveals that a larger percentage of women than men had served as teachers for a longer period, had expected to remain as teachers, and had little experience working with adults from a position of authority. (MLF)

An analysis of ratings by 104 teachers of the instructional management behaviors of 10 elementary school principals in a district where the superintendent has implemented policies to promote instructional leadership. (MLF)

Notes the traditional budget problem with rural school staff development. Describes the workings of the In-Service Council, a quality circle method used by rural schools in Dansville (New York) to advise the administration on necessary staff development programs, based on needs assessments, to maintain and improve faculty performance levels. (SB)

Reviews the last 10 years' research on how higher education administrators behave. A three-part model of managerial skills and a set of observed administrative behaviors are discussed and integrated. The bulk of the article, structured after this integration, examines human relations, conceptual, and technical skills. (MCG)

Argues that community college boards of trustees are in a unique position to offer substantive leadership in policy development for curriculum and instruction. Suggests an emphasis on outcome-oriented education and stresses that trustees' leadership must be followed by their sustained support. (DMM)

Annotates 21 sources of information about the role of effective administrative leadership in the school reading program. (FL)

Identifies common characteristics among high-performing principals in their organizational context. These include a combination of personal vision, information sensing and analytic skills, and interpersonal skills, which collectively generate a schoolwide commitment to a common set of values. (TE)

The recent research on school or educational leadership is reviewed in an attempt to define some of the major recurring research problems. This paper outlines and describes both methodological problems and organizational perspective problems so that future research efforts can be strengthened. (BW)

Suggests ways in which educational leaders can become more creative and encourage creativity in those with whom they work. (FL)

Explores key components of the teacher professional growth process and examines how "significant others" can contribute to the components discussed. Presents a structure for a collaborative approach to supervision and staff development. (FL)

Discusses the need for administrators to focus on how their students revise written work, considers the relationship of the revision process to learning, and speculates on why revision is not usually seen as a major part of student writing. (FL)

Offers six suggestions for incorporating a global perspective into the school curriculum (FL)

Principals are advised of sound communication practices for relieving teachers' anxiety about reassignment and motivating them toward achieving their new school's instructional goals. (MJL)

This review of the work of Maryland's Commission on Values Education excerpts recommended student character and citizenship objectives and personnel policies for administrators, including policies requiring principals' leadership in values education. (MJL)