An idea for encouraging student creativity while promoting better school assembly programs is described here. (Editor)

Paper attempts to show that it is possible to help young people modify their actions in the area of risk-taking behavior through stressing the consequences of motivation. (Author/CB)

Schools that are frontline innovators have difficulty sustaining their leadership thrust, the writer contends, primarily because of difficulty in the broad areas of training, leadership, professionalism, and community. (Editor)

The principal of a new high school in New York City, which is to serve as a model for innovative practices, describes how his school's program is attempting to establish an educational environment that will meet the anticipated needs of all students. (Editor)

Improvement on standardized tests, fewer discipline problems, less school vandalism, better student-teacher relations, and higher grades have all resulted from the nongraded learning unit approach. (Editor)

Simulation, gaming, and role playing are becoming popular in secondary schools throughout the country. The authors, a special interest group at the University of Kentucky, attempt to clarify the differences among these activities to help administrators and teachers understand what is involved in each. (Editor/CB)

A serious lack of sophistication marks our efforts to combat drug abuse, the author believes. We must consider the complex relationships among the individual, drugs, and society to create effective drug education programs. (Editor)

The process, not the instrument, is the key to developing successful contracts with students, claim the authors, who feel that contracting offers a unique opportunity to personalize and humanize instruction. (Editor)

Believing that there is substantial need to reappraise much of what's being done under the guise of innovation, the author hopes to stimulate administrators and teachers to evaluate programs in terms of actual contributions made to the teaching-learning experience. (Editor)

Mastery of learning processes, social processes, methodological processes, and institutional processes is fundamental if students are to function effectively in their many present and future worlds--the most difficult of which may be their school world. (Author)

A recognized expert on Planning, Programing, Budgeting Systems presents an overview of this management tool as it relates to the school principal. (Editor)

PPBS not only enables improved accountability, but also helps the school administrator exert true educational leadership. (Editor)

To avoid the dehumanization that can result from too much emphasis on efficiency alone, PPBS must conform with the pre-existing school environment, with its personal, political, social, and economic dimensions. (Editor)

Authors show how, using PPBS, the principal becomes the manager of programs and people rather than an administrator of tasks.'' (Author/SP)

Author stresses the principal's role in developing and writing objectives for a school's program, as well as his relationship to others in the organization. (Editor)