Principals must be more than cheerleaders to improve schools. As the master designers of excellence, they must develop a model for curricular unity, according to this writer.
Get full access to this article
View all access options for this article.
References
1.
Drucker, Peter.Management. New York: Harper and Row, 1974.
2.
English, Fenwick. "Getting the Most from the New Jersey HSPT: A Practical Guide to Resolving Design and Delivery Problems in the Schools." Trenton, N.J.: State Department of Education, 1985.
3.
. " Developing Total Curriculum Quality Control: Responding to the Challenge of the HSPT." Trenton, N.J.: State Department of Education, 1986.
4.
English, Fenwick, and Steffy, Betty. "Differentiating Between Design and Delivery Problems in Achieving Quality Control in School Curriculum Management." Educational Technology, February 1983, pp. 29-32.
5.
Howard, Robert.Brave New Workplace. New York: Elisabeth Sifton Books, 1985.
6.
Hunter, Madeline.Mastery Teaching. El Segundo, Calif.: TIP Publications, 1982.
7.
Kaufman, Roger, and English, Fenwick.Needs Assessment: Concept and Application . Englewood Cliffs, N.J.: Educational Technology Publications , 1979.
8.
Lortie, Dan C.Schoolteacher. Chicago, Ill.: University of Chicago Press, 1975.
9.
Padilla, Amado M., and Garza, Blas M. "IQ Tests: A Case of Cultural Myopia." In The Myth of Measurability , edited by Paul L. Houts.New York: Hart Publishing Co., Inc., 1977.
10.
Resnick, Daniel P., and Resnick, Lauren B. "Standards, Curriculum, and Performance: A Historical and Comparative Perspective." Educational Researcher , April 1985.
11.
Schonberger, Richard J.Japanese Manufacturing Techniques. New York: The Free Press, 1982.
