Contends that effective teamwork on the part of school staff will result in an effective program. The principal's role as team organizer and coordinator, say the authors, is crucial. (Editor/RK)

Includes descriptions of 16 of the participating schools written by administrators of those schools. (IRT)

One way to use counselors more effectively is to have them work with teacher-advisors. (IRT)

Describes the most easily achieved and most difficult to achieve aspects of the model, along with what was possible only for some schools, and what was most disillusioning to the leaders. (IRT)

Author recapped some major recommendations made at a conference ten years ago as the introduction to the chapters that follow in this 1974 issue of the Bulletin. (Editor/RK)

Author recommends the use of DPIE (diagnosis-prescription-implementation-evaluation) in learning situations. (GB)

Conventional methods of evaluating schools are inadequate, say these authors. In this article, they suggest a program for collecting data that would help diagnose and prescribe for the development of better school programs, rather than merely describe a school's present state. (Editor)

Contending that preparation programs for principals usually emphasize educational theory more than the processes of organizing improved teaching and learning environments, the author suggests that universities develop more diverse programs, offering many options. (Editor)