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…

Reports on a study of student motivation and its relationship to performance. The findings were not definitive but do point to a relationship between motivation and achievement.(MD)

Teacher evaluation models focusing exclusively on the quantitative recording and coding of observable behaviors may not assist teachers in improving the quality of their instruction. Teacher evaluation should place more emphasis on qualitative dimensions of what teachers say during instruction. Includes four references. (Author/MD)

The effectiveness of a teacher depends on students' social, economic, cognitive, psychological characteristics; grade level; and subject area. Failure to recognize these variables can distort research findings and recommended methods for good teaching. (Author/MD)

Presents results from a Colorado study of the academic performance of high school student athletes. Results from the study suggest that student athletes' grades do not suffer as a result of participation in sports. The grade point averages of the student athletes in this study were higher than those of nonparticipating students. (MD)

To defend the value of the educational program against outside disapproval and diminishing support, administrators need to be trained in systematic evaluation research. (WD)

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)

Describes the Student Teacher Appraisal Report (STAR) Guide developed as part of Phase II of a pilot research project in Colorado. Includes a copy of the STAR evaluation form. (MD)

Examines research supporting the term "teacher empowerment" and some of the implications that this term has for principals. Includes 23 references. (Author/MD)

The first Board of Jewish Education Principals' Center was opened in 1983 and is different from other principals' centers because of the constituency it serves. It deals mainly with supplementary school principals with widely different backgrounds; some are trained in education, some in Judaica, and some as rabbis. (MD)

Shows ways principals can encourage teachers to use the findings of educational research in their classrooms and help their schools develop their own specific research. (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…

Presents an outline--compiled from the latest research on effective instructional practice--for the development of instructional leadership in principals. Includes a guideline for the development of an instructional improvement plan. (MD)

Outlines findings from a study by the United States Department of Education's Office of Educational Research and Improvement of successful school improvement programs. The findings are categorized under four stages: initiation, initial implementation, full implementation, and institutionalization. (MD)

Identifies the four major factors contributing to principal stress: management of time, relationships with supervisors, relationships with subordinates, and financial matters. Includes a listing of stress factors. (MD)