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NASSP Bulletin4747
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Sawyer, Emmett – NASSP Bulletin, 1995
Structure limits available options and imposes set modes of learning, responding, and demonstrating achievement. To promote maximum success, teachers must attend to students' preferences. In a typical high school classroom, some students need considerable structure, some need minimal structure, and the rest may operate either way. Providing too…
Descriptors: Classroom Environment, Classroom Techniques, Creative Thinking, High School Students
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Ornstein, Allan C. – NASSP Bulletin, 1992
All major textbook companies conform to preferences of larger educational markets (California, Illinois, New York, Texas, and Florida) and exercise self-censorship to appease dissenting factions and avoid alienating pressure groups. Recent censorship controversies have involved sanctity of family, criticism of free enterprise system,…
Descriptors: Censorship, Curriculum, Elementary Secondary Education, Racial Bias
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Haberman, Martin – NASSP Bulletin, 1992
Although teachers have little voice in textbook selection or standardized test content, they still retain most powerful influence on students' learning and can serve as curriculum leaders. Past approachers have defined curriculum development as authoritarian administrative process and have regarded teachers as implementors. Teachers can prevail by…
Descriptors: Curriculum Development, Elementary Secondary Education, Professional Autonomy, Role Conflict
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Pajak, Edward; McAfee, Lewis – NASSP Bulletin, 1992
Principals cannot be experts in all content fields but should understand, as curriculum generalists, how the curriculum is organized and how learning activities and materials are related to instructional outcomes. Secondary principals can facilitate curriculum enactment by effectively managing school governance and by making sound decisions…
Descriptors: Administrator Responsibility, Curriculum Development, Democratic Values, Governance
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Behar, Linda; Ornstein, Allan – NASSP Bulletin, 1992
To enhance school improvement, decision making should be based on objective and quantifiable criteria. According to this review of nine curriculum domains (philosophy, evaluation, design, theory, policy, history, development, research, and curriculum as a field of study) and associated practices, most curriculum decisions are made in a variety of…
Descriptors: Curriculum, Decision Making, Educational Improvement, Educational Practices
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Yager, Robert E.; Penick, John E. – NASSP Bulletin, 1992
Since 1983, funding for improving math and science education has improved dramatically. This article explains three major reform programs: Project 2061, sponsored by the American Association for the Advancement of Science; Scope, Sequence, and Coordination, sponsored by the National Science Teachers Association; and Science/Technology/Society,…
Descriptors: Curriculum Development, Educational Change, Federal Aid, Financial Support
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Sweeney, James – NASSP Bulletin, 1992
Recent research in England and the United States shows most schools have a positive climate; school size, community type, and attendance level make a difference; teacher perceptions vary; student discipline and attitudes can be climate dissatisfiers; and principals make a difference. Key beliefs and values profoundly influencing faculty members…
Descriptors: Beliefs, Educational Environment, Excellence in Education, Longitudinal Studies
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Hoyle, John R. – NASSP Bulletin, 1992
To survive the difficult transition to site-based management, principals must look and feel sharp, learn the language of effective teaching and learning, be visible, train teachers in decision making and consensus building, promote a school vision, be truthful, make heroes and heroines of others, have high expectations, evaluate performance, and…
Descriptors: Administrator Responsibility, Elementary Secondary Education, Expectation, Guidelines
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Marshak, David – NASSP Bulletin, 1992
The report "Workplace Basics: the Skills Employers Want" was based on interviews with hundreds of employers, who identified seven groups of desirable skills: reading, writing, and computation; listening and speaking; learning to learn, problem-solving and creative thinking; personal management; teamwork; and leadership and organizational…
Descriptors: Basic Skills, Cognitive Style, Creative Thinking, Developmental Programs
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Young, Lynne E. – NASSP Bulletin, 1992
Despite problems of skill definition and implementation, educators are now being urged to incorporate higher order thinking skills and instruction into their classrooms. A primary barrier is teachers' orientation toward covering or dispensing knowledge, rather than working with it. The current teacher-dominated format must change to a more…
Descriptors: Class Activities, Creative Thinking, Critical Thinking, Definitions
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Jennings, James M. – NASSP Bulletin, 1992
A successful program for innercity parents should incorporate all the components of parent involvement: empowerment, school visits, volunteer services, two-way communication, and at-home socialization and learning activities. Principals are urged to consider the needs and interests of different parent groups, rather than push the school's agenda.…
Descriptors: Change Strategies, Communication Problems, Elementary Secondary Education, Family Characteristics
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Kean, Michael H. – NASSP Bulletin, 1992
Developing national academic standards may improve students' preparation for work or college. However, any proposed new national assessment system will be doomed to failure if seen as the cure-all for the country's educational ills. The contributors to this "NASSP Bulletin" issue examine numerous challenges associated with using tests as a tool to…
Descriptors: Academic Standards, Education Work Relationship, Elementary Secondary Education, National Competency Tests
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Kean, Michael H. – NASSP Bulletin, 1992
The National Council on Standards and Testing's final report (1991) endorsed the concept of national education standards that reflect high expectations, provide focus, and embody a dynamic approach. Unresolved implementation difficulties include education system impact, improvement sequence, cost effectiveness, assessment purpose, multiple v.…
Descriptors: Academic Standards, Cost Effectiveness, Elementary Secondary Education, National Competency Tests
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LeMahieu, Paul G. – NASSP Bulletin, 1992
The value of assessment activities should be judged by their contribution to what happens, directly or indirectly, between teachers and students. No one assessment can serve all ends. Alternative forms of assessment measure outcomes beyond the purview of traditional measures and are more authentic efforts to represent behavior or accomplishments…
Descriptors: Elementary Secondary Education, Evaluation Criteria, Student Evaluation, Test Construction
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Suarez, Tanya M.; Gottovi, Nancy C. – NASSP Bulletin, 1992
External assessments for accountability may be taking precedence over other educational assessment purposes and are beginning to direct teaching and learning in schools. Four common concerns include teaching to the tests, narrowing instructional focus and allowing tests to determine curricula, deemphasizing higher order thinking skills, and…
Descriptors: Academic Achievement, Accountability, Administrator Responsibility, Educational Policy
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