Principal educators' and policy makers' predominant expectation from school principals to serve as instructional leaders--who engage primarily in a wide range of activities that clearly focus on improving teaching and learning for all students--has scarcely been applied in practice by principals in today's schools. Researchers have found several…

In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit,…

Describes a three-pronged program on teaching human relations in the classroom. (Author/RK)

Excerpts from a recent landmark study of American higher education focus on goals of higher education, cognitive outcomes of college and impact on practical competence, and some conclusions about consequences of higher education. It is shown that in both monetary, but especially in nonmonetary terms, higher education is well worth the cost. (AF)

The education of the whole person and the noncognitive dimensions of curriculum and teaching methodology are considered. Attention is also directed to the methods of scholarly research that may be employed in investigating this area of learning. Terms that have been used to describe affective development or a combined approach to cognitive and…

Are our colleges and universities worth what they cost? For generations the American people have thought so. Recently, however, the public has become more skeptical toward higher education and other social institutions. Current knowledge of the consequences of higher education is substantial and is found in a vast literature derived mainly from…