NASSP Bulletin

This study explores the nature of teacher—parent relations as perceived by principals at the elementary, middle, and high school levels. Participants included 144 principals who completed a survey examining differences in parent and teacher involvement at each level, preparedness of first-year teachers to communicate with parents, and the types of support schools provide parents and teachers to facilitate teacher—parent alliances. Significant differences were found at each level. Recommendations are made for improving school—family relationships through preservice and in-service training.

Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant decrease. Students on block schedule also made significantly greater gains in self-efficacy. If reformed teacher practice is a goal of transitioning to block schedule, results point to a critical need for professional development.

This mixed-methods study examines young adolescents' perceptions of strategies implemented before a state-mandated “high-stakes” test. Survey results for Grade 8 students (N = 215) are analyzed by sex, academic group, and preparation team. Letters to the principal are reviewed for convergence and additional themes. Although students were most motivated by extrinsic rewards, those whose teachers developed students' self-efficacy and positively used attribution theory were less influenced. Letters revealed parental impact on students' attitudes and performance. Implications are addressed.

Although there is a recurrent call for substantive reform in graduate programs in educational leadership, little has been written from the perspective of the new principal. This article reports the results of a survey of first-, second-, and third-year principals and assistant principals in which participants were asked to identify the knowledge and skill areas they perceived to be important to their initial success. The results suggest that principal preparation programs and district induction programs evaluate their individual areas of emphasis and make adjustments as appropriate.