Reviews current Asian educational systems, pointing out that comparison with the United States system is not possible. The educational systems reflect the societies' needs, which differ from culture to culture. (MD)

Reports the results of a study examining the goal-setting process within the School Improvement Model, which evaluates relations between school goals and personal goals and between school goals and inservice interests. (MD)

Academic contests can enhance school climate. Presents possibilities for competitions recognizing scholastic abilities. (MD)

Reports results of a survey of high school principals' attitudes toward school improvement recommendations. (MD)

The term "curriculum" is used with different meanings. The author proposes a definition and stresses the need for educational leaders to clarify the term. (MD)

Outlines the importance of testing in the Mastery Learning process. Points out that as students demonstrate mastery, the amount of paperwork lessens for teachers. (MD)

Outlines the School Climate Audit, a self-assessment system based on 12 factors that have been identified as determinants in successful schools. (MD)

Describes a successful disciplinary project that helps prevent delinquency through an organized in-school suspension and counseling program. (MD)

Describes a special American Studies program that combines literature and history to teach American history. (MD)

Outlines a summer computer program for high school students that provides extra time and experience on computers and familiarizes students with skills needed for the Scholastic Aptitude Test. (MD)

To obtain far-reaching results from educational change, it is necessary to keep purposes and processes balanced and to apply the six-step Purpose Identification Model to the perceived problem, thus bringing a more meaningful relationship between purposes and processes. (Author/DCS)

Broad-based effective schools research suggests a school excellence model attributing student achievement to principal leadership, a positive school climate, the primacy of basic skills, high teacher expectations, an assessment and monitoring system, and the integration and coordination of the real and ideal curriculum and student assessment. (DCS)

Current motivation theories aid in the development of a two-step organizational change procedure applicable to educational change. The process involves constructing a climate with a psychological atmosphere that is conducive to change and directly asking others to change. (DCS)

A study of the 18 "most effective" high schools in California uses analysis of questionnaires completed by administrators of the schools to identify eight recurring general factors of effectiveness. (DCS)

The supposed gulf between curriculum development as it is practiced, and curriculum theory, may be an imaginary one, this article suggests. Textbook curriculum axioms are used to analyze Mississippi's Accountability and Instructional Management program, and it is found to be consistent with the theory taught in college classrooms. (DCS)