Power, the capacity to ensure desired outcomes and prevent undesirable ones, should not be confused with status or prestige. Whereas leaders always have a measure of power, many powerholders have no trace of leadership. Although leaders' roles tend to be overemphasized, society cannot run without leadership. (MLH)

Curriculum theories are necessary to help researchers and practitioners deal with different purposes, forms, and functions. Theories should be logical; consider curriculum sources, systems, technical aspects, planning levels; incorporate subject matter and student experiences; help practitioners use whatever is being theorized. (MLH)

Differing definitions of instructional leadership can lead to miscommunication, low evaluation ratings, and conflicts. Definitions may vary to suit the context. A good beginning is to read the literature. Then principals can discuss instructional leadership with superiors and peers and ask staff members for input. The next step is sharing…

Discusses three leadership styles: the glacial, or impersonal, leader; the driven, or power-obsessed, leader; and the human, or quiet, leader. Readers are advised to imitate successful leaders; discover and develop skills and techniques consistent with their values; merge these into a personal style through trial; discover and develop mental…

Incident reports filed by school nurses may be one of the best sources for analyzing and preventing school injuries. By using an appropriately formatted injury report form and simple data-management computer program, information can be stored, retrieved, and analyzed. A systematic analysis may yield patterns or trends leading to changes in policy…

The term "curriculum" is used with different meanings. The author proposes a definition and stresses the need for educational leaders to clarify the term. (MD)

The author gives his rationale for career education, explains why the Office of Education refuses to define the term too precisely, and makes a plea for unification of technical and liberal education. (Editor)

Explores institutional image as a key to providing a philosophy and a logical foundation for school improvement efforts. Identifies two image dimensions (cosmetic and pastoral) and classifies five school types (synergistic, candy store, disaffected, monastic, and survivor), and discusses implications for administrative action. Includes three…

During 1992, the American College Testing Program (ACT) attempted to develop a collaborative portfolio model to support both the classroom and the need for information about student capabilities. The program was pilot-tested in 7 high schools; during the 1995-96 academic year, 20 high schools will be involved in a field test. (MLH)

Principals must create the infrastructure to support teacher-leadership roles. They can transform school leadership by creating opportunities for teachers to lead; building professional-learning communities; providing quality, results-driven professional development; and celebrating innovation and teacher expertise. Celebrating innovation and…

This article's thesis is that the principal, as instructional leader, should be responsible for the educative effectiveness of the "third curriculum", defined here as the student activities program. (Editor)

Eighty-five teachers enrolled in graduate school responded, in writing, to the meaning the statement, "I trust my principal," had for them. The responses served as the basis for a questionnaire administered to another group of 167 teachers in graduate classes. (Author/MLF)

If educators are to successfully address the needs of the individual learner, they must understand what the word individual means. They must relate teaching style to individual learning preference. (Author)

Under current law, public and private institutions must educate children with disabilities just as they educate other children. Inclusion becomes a civil-rights issue when special-education students' rights are perceived to be violated because of unequal treatment due to segregated programs. A survey of attendees at a summer training institute on…

The Multiple Menu Model is a practical set of planning guides that teachers can use to design indepth curriculum units. This model differs from traditional approaches by balancing content and process, involving students as inquirers, and exploring knowledge's structure and interconnectedness. Components include menus for knowledge, instructional…