The author reviews traditional and emerging writing models and theory and discusses the implications of recent research on composing and writing instruction in middle and junior high schools. (MT)

The author describes her efforts to engage intermediate grade children in meaningful writing. Her attempts to translate theory and research into classroom practice are discussed. (MT)

Rather than prescribe activities, teachers should approach the development of literacy programs from a functional point of view, allowing students to achieve purposes relevant to their situation. Research leading to this view is summarized. (MT)

The authors examine the literacy curriculum of special education classes in the context of how literacy operates in the real world. A junior high school special education class is described as a way of raising basic issues as to the nature of special education literacy curriculum. (MT)

A gifted reader is defined, and the needs of gifted readers are discussed. Suggestions for meeting those needs are given. (MT)

The authors examine the content, time, teacher performance, and leadership policies which have been legislated in several states as a result of the national wave of discontent with the quality of education. Emphasis is on the need for implementation of these policies to be informed by recent reseacrh. (MT)

This article focuses on two questions: (1) What experiences shape the norms, values, and skills of principals? and (2) How can these experiences be enhanced through formal and informal training and development activities? The article is concerned with school district-level activities and programs. (MT)

The Harvard Principal's Center was established to improve the quality of schools by encouraging different ways of thinking about common problems, by offering opportunities for shared problem solving and reflection, and by providing a context of mutual support and trust in which personal relationships may develop. The center is described. (MT)

This article explores the importance of maintaining case records and draws implications for the field of educational administration. The Center for Advancing Principalship EXcellence (APEX Center) receives case records from member principals and uses them to report on how specific types of problems are dealt with in practice. (MT)

This article looks at the problems and issues characteristic of the beginning years of principalship. Recommendations for strengthening the potential leadership contributions of incoming administrators are proposed. (MT)

This article explores some of the major limitations, problems, and concerns with current practices in professional development of principals and examines the kinds of changes necessary to put into practice that are known to be effective. Long-range development, incentive issues, and diversity of principals are addressed. (MT)

The most accessible measure of success of local and regional inservice providers is participation by principals. This article discusses various incentives for attracting participation. (MT)

This article advances the premise that the collegial support model for professional development has the potential not only for changing the behavior of principals but perhaps even for restructuring the ways schools are run. The Institute for Development of Educational Activities Principals' Inservice Program is reviewed. (MT)

Since 1977, the Institute of Educational Administration in Victoria, Australia, has developed and implemented a model for training senior administrators and middle management-level personnel. Three stages are involved, one of which is a four-week residential program. The model is described and evaluated. (MT)

The Effective Teaching and Supervision of Instruction program developed at the University of Wisconsin-Green Bay is described. This program is based on Madeline Hunter's clinical theory of instruction. (MT)