Analyzes research on the behavior of writers and applies it to the development of writing curriculum. Includes an outline of an example of goals and objectives for teaching writing based on such an analysis. (MD)

Discusses the process of writing as a way of learning and "Writing across the Curriculum Programs." Outlines the program developed at Williamson High School in Alabama that successfully trained the English department to serve as consultants to the school in developing such a program. Includes two figures and references. (MD)

Describes a California junior high school program using "Writing across the Curriculum." As the program developed over the years, writing became viewed more as a legitimate learning tool. (MD)

The principal of an Indiana high school relates how he involved staff in the development of a writing program (Project Write) through the use of "skills models." Includes references. (MD)

Outlines the results of a followup study done in 1986 (10 years after the initial study) on why high school teachers can't effectively teach writing. The study finds that, despite reductions in class size, somewhat better teacher preparation, and higher awareness of administrators, the barriers to effective teaching of writing have not changed…

An Oregon middle school has developed an effective program to deal with at-risk students. The key to the program is its multidimensional approach to the problems of at-risk students. Outlines the dimensions of the program. (MD)

Two reasons that principals have not been effective as instructional leaders are outlined from a survey of Ohio school principals. Time spent on student discipline problems and resistance from faculty to new ideas on instructional improvement were the major problems listed by the principals in the survey. (MD)

Outlines a study of students participating in the "Beat It" program developed for at-risk students at Menchville High School (VA). Results show that those students involved in counseling were less likely to be returned to inschool suspension; those students in the program who did not receive counseling were 13 times more likely to be returned to…

Proposes a detailed model involving the curricular, instructional/guidance, and assessment dimensions of promoting study skills and test-taking techniques among secondary school principals. Includes extensive references. (Author/MD)

Presents a detailed conceptual model for developing a thinking skills currriculum. Discusses whether it should be done through separate courses or integrated into subject matter courses. Includes four figures (MD)

Presents 20 items from a 100-item multiple choice instrument developed to evaluate the characteristics of successful principals. Includes answers to the 20 items and cautions that if something is identified as important it may be emphasized too much. (MD)

A survey of curricular history reveals that alternate preoccupation with academic and student-centered goals are insufficient independently; an integration of the two would strengthen and affirm each. The author uses the ideas of John Dewey to provide a methodology and rationale for the integration of the two areas. (Author/MD)

Principals and administrators need to demonstrate management authority and leadership behavior. Discusses the strengths and weaknesses of different styles and how different leadership styles affect organizational climate. Includes a figure. (MD)

Secondary principals can promote staff development by adopting eight instructional leadership behaviors that promote teacher involvement, exhibit knowledge of the field, establish high standards, maintain high principal visibility, recognize achievement, and encourage change. (PGD)

This article presents suggestions for enhancing the success of inservice programs, with particular attention to the need for adequate follow-through. Issues addressed include selection of topics, specification of goals, adequate planning and support, and thorough preparation of those responsible for program development. (PGD)