This synthesis of recent literature on school effectiveness offers educators empirical research on which to base plans for staff development and school improvement. The introduction notes the limitations of effective schools research and points out its potential to clarify thought about schools. A section on instruction reviews research on correlates and conditions of instructional effectiveness and the efficacy of such methods as direct instruction, programmed instruction, computer-assisted instruction, advance organizers, and questioning techniques. Research on factors influencing learning outcomes is reviewed in the following section, and methods and techniques including time-on-task, mastery learning, open education, and team teaching are considered. A chapter on implementation reviews research on the structure and dynamics of educational organizations, offers an overview of educational planned change research, discusses various change strategies and intervention tactics, and lists identified obstacles to planned change. The concluding chapter interprets the preceding reviews, defining school effectiveness as a multidimensional continuum and outlining the characteristics of effective schools. Specific indicators for each characteristic are provided and recommendations for successful planned change offered. (MJL)