Principals of the 21st century will playa vital role in curriculum and staffdevelopment. They need not master all disciplines to lead effectively; however, they must master the pro cess models and certain process skills. The curriculum development model described here promotes both teacher empowerment and curriculum excellence.
Get full access to this article
View all access options for this article.
References
1.
Bacharach, S.B.Education Reform: Making Sense of It All. Boston: Allyn & Bacon, 1990.
2.
Beehr, T., and Love, K. "A Meta-Model of the Effects of Good Characteristics, Feedback, and Role Characteristics in Human Organizations." Human Relations36(1983): 151-66.
3.
Blum, R.; Butler, J.; and Olson, N. "Leadership for Excellence: Research-Based Training for Principals ." Educational Leadership1( 1987).
4.
Boyer, E. "The New Agenda for the Nation's Schools." In Education Reform: Making Sense of It All, edited by S. Bacharach.Boston: Allyn & Bacon, 1990.
5.
Chamley, J.D.; Young, R.; and Caprio, E. "The Changing Role of the Principal." NASSP Bulletin , January 1992.
6.
Drucker, P. "Management and the World's Work." Harvard Business Review5(1988): 65-76.
7.
Fullan, M.The Meaning of Educational Change. N.Y.: Teachers College Press, Columbia University, 1982.
8.
Glasser, W. "The Quality School." Phi Delta Kappan6(1990): 424-35.
9.
Honig, B. "The Key to Reform: Sustaining and Expanding upon Initial Success." In Education Reform: Making Sense of It All, edited by S. Bacharach.Boston: Allyn & Bacon, 1990.
10.
Ivancevich, J. and McMahon, J. "The Effects of Goal Setting, External Feedback, and Self-Generated Feedback on Outcome Variables: A Field Experiment." Academy of Management Journal25(1981): 359-72.
11.
Joyce, B. R., ed. Changing School Culture Through Staff Development. ASCD Yearbook. Alexandria, Va. : ASCD, 1990.
12.
Joyce, B.R.; Bennett, B.; and Kolhelser-Bennett, C. "The Self-Educating Teacher: Enpowering Teachers Through Research." In Changing School Culture Through Staff Development, edited by B. Joyce. ASCD Yearbook. Alexandria, Va.: ASCD, 1990.
13.
Joyce, B.R.; Hersh, R.H.; and McKibbon, M.The Structure of School Improvement. White Plains, N.Y.: Longman, 1983.
14.
Kagan, D.M. "Teachers' Workplace Meets the Protectors of Teaching. Chance Encounter at 30,000 Feet." Journal of Teacher Education4(1990): 46-53.
15.
Locke, E.; Shaw, K.; Saari, L.; and Lath-am, G. "Goal Setting and Task Performance: 1969-1980." Psychological Bulletin90(1981): 125-52.
16.
Manasse, A.L. "Effective Principals. Effective at What?" Principal10(1982): 14-16.
17.
Matsui, T.; Okada, A.; and Inoshita, 0. " Mechanisms of Feedback Affecting Task Performance." Organizational Behavior and Human Performance31( 1983): 114-22.
18.
Mortimore, P., and Sammons, P. "New Evidence on Effective Elementary Schools." Educational Leadership1(1987).
19.
Murphy, J. "The Unheroic Side of Leadership: Notes from the Swamp." Phi Delta Kappan69(1988): a.
20.
National Governors' Association.Results in Education: 1987. Washington, D.C.: NGA, 1987.
21.
Peters, T.J., and Waterman, R.H.In Search of Excellence. New York: Harper & Row, 1982.
22.
Phi Delta Kappa.Why Do Some Urban Schools Succeed? The Phi Delta Kappan Study of Exceptional Urban Elementary Schools . Birmingham, Ind.: PDK, 1980.
23.
Rosenholtz, S. Teachers Workplace : The Social Organization of Schools. White Plains, N.Y: Longman, 1989 .
24.
Roueche, E., and Baker, G.Profiling Excellence in America's Schools. Arlington, Va. : Association of School Administrators, 1986.
