In the search for factors that influence school effectiveness, the role of the elementary school principal has emerged as critical. Yet the bulk of past research focused on that role has provided limited insights to explain how principals go about improving the effectiveness of their schools; surprisingly few studies have asked that question directly. Using a framework for planned change, this study assessed the status of knowledge about effective and ineffective principal behaviours. Obstacles that principals face in their attempts at school improvement were also reviewed. Results point to areas of existing knowledge in which confidence can be placed and to useful approaches to subsequent research.

No abstract

A methodologn for evaluating program implementation is described. Requirements for such a methodology are derived from an analysis of the functions to be performed by implementation evaluation, the nature of the program being implemented, and character istics of the implementation process. Central features of the methodology involve procedures for the development of a multidimensional profile of the program as it evolves in practice from non- to full implementation. The profile then serves as the basis for instrument development, data collected through the instruments locate program user behavior in relation to the dimensions and levels of use described by the profile. Uses of resulting data to serve program management goals are outlined.

No abstract

No abstract