This research seeks to look at the effect of the new Swedish training programme for head teachers by comparing it with the previous national training programme and does so primarily through an analysis of documents and texts that served to underpin the two different programmes. To put the Swedish teacher-training programme in an international…

This study explores the differences between traditional and alternate route certification by focusing on the achievement of students who have been instructed by teachers from each program. In addition, this study identifies the strengths and weaknesses of teachers from each certification route through surveys and interviews with principals in the…

Argues that effective training of principals needs to combine both theory and practice elements. Compare the training programs at Haifa University and Oranim Teachers' College between 1980-1995 as an illustration. Explains that educational training for principals historically has focused on theory in universities and practice in colleges. (CMK)

Compares the training and development of principals in Singapore (a one-year course with mentoring) and England and Wales (the part-time National Professional Qualification for Headship without mentoring). Addresses the conditions for effective mentoring and the positive and negative aspects of mentoring. (CMK)

To ascertain the effectiveness of a training program, an evaluation of its effect on trainees must be obtained. In a teacher training program, sources of feedback exist which may prove significant in the development of improved training techniques. Two of these are: How the alumni feel about their own training experience and how their principals…