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Standards are intended to foster excellence and equity in student learning by institutionalizing high expectations for all students while allowing educators to have professional discretion in determining how to meet these goals. Recent studies suggest that principals play an essential role in interpreting and communicating the implications of standards for teachers' practice and creating supportive conditions for professional learning. Using a comparative case study of 3 high-poverty elementary schools, the present study extends this research by examining the specific actions principals take to organize the work of their schools in response to new and higher standards. It argues that principals who frame the challenge presented by standards as one that requires teachers to learn to work with students and content in new ways are more likely to close the gap between existing practice and the goals of policy than those who frame the challenge as one of executing top-down directives. [ABSTRACT FROM AUTHOR]

Presents and analyzes vignettes written by an elementary school principal to identify the vision and key processes he used to create and sustain a motivating climate for teachers, students and parents. Implementation of the ecological principals; Implications regarding administrative contributions to school and classroom motivational climate.

Explores the nature and extent of the school principal's effects on reading achievement in a sample of 87 United States elementary schools. Relations between selected school context variables; Absence of direct effects of principal leadership and student achievement; Principal's indirect effect on school effectiveness through actions that shape the school's learning climate.

Determines, through field observation, the differences in the managerial work pattern of principals in high-performing and average-performing elementary schools in Israel. Principals as central figures in fostering schools that successfully educate students; Demands made on principals; Categories of grouped principals' behaviors; Differences in principals' time use.

The article presents information on a study that examines the role and the style of the British headmasters and compares it with their American counterparts. Headmasters were randomly selected from twenty schools in the county of Hertfordshire, England. It was found that while British headmasters spent more than 50 percent of their time in teaching, American elementary-school principals rarely taught classes except in dire emergencies. While British headmasters share their duties with the deputy or headteacher, American school principals are found to be lacking.

The article presents information on a survey that was conducted to determine the magnitude of elementary school principals' role in the process of curriculum innovations. A total of 130 principals were randomly selected for the study. Most of the principals listed textbook salesmen as the best source of information. Respondents of the survey said that the role of a district curriculum director is also very important. Although elementary-school principals seemed to have insight into the weaknesses of the problems of the social studies curriculum, they do not seem to be aware of sources of information on curriculum.

The article highlights various issues related to primary education in England. It discusses the implications of a report made by the Schools Councils Aims of Primary Education Project at the University of Birmingham. In this project, teachers ranked the aims and practices in schools to provide an overview of conditions in primary classrooms. The report suggests that people who advocate reforms and changes should be realistic in their approach. The heads and teachers need to work closely together in school planning and decision-making.

The article presents two studies which examine the professional career of elementary school principals in the U.S. It was found out in the first study that the choice of elementary school principalship as a career in education came in late in the lives of those who are serving their current positions. The second analysis revealed that less than half of the respondents had chosen the principalship as a career while working on their Master's degree.

The article offers news briefs related to elementary education in the U.S. Ford Foundation has appropriated the sum of $3,500,000 to cover the costs of the Center for Advanced Study in the Behavioral Sciences' program over a six-year period. The California State Department of Education has released a study entitled "The Elementary School Principalship in California." C. O. Fitzgerald, of the U.S. Office of Education, estimates the 1953 total of school districts as fewer as 72,000.

The article presents information on the importance of the principal in the elementary schools in the U.S. The role of the principal in the elementary school calls for an individual with courage, leadership and a sense of direction. The professional teacher takes an active part in, the affairs of the professional organization. Many researchers believe that subject matter is the most important thing in education in the U.S. A willingness to do more than the required minimum in promoting the activities and affairs of the school is the important characteristic of a professional teacher.

The article discusses a study of the elementary-school principalship in the U.S. It presents the procedure for conducting this study. Questions included in the questionnaire are stated. In addition, this article explores the importance of the principalship. The responsibilities of principals are also stated.

The article discusses the history of the elementary-school principalship and the professional status and functions of principals. The term elementary-school principalship appeared in the Common School Report of Cincinnati in 1838. The U.S. Office of Education's 1938 showed that there were 21,000 elementary-school principals in the country. Meanwhile, the elementary-school principalship position was filled by the promotion to it of the classroom teacher of longest tenure in the school system.

The article discusses the survey on the procedures of making a rating blank for elementary school principals in the U.S. The blanks in use for rating principals were generally been formulated by the superintendent's office to evaluate the principals. Ratings is used in a variety of ways both in administrative and supervisory. The survey suggests that the formulation of the rating blank must be organized with great care for the rating is to prove the value to a school system.

The article presents educational news in the U.S. A conference of elementary school principal was held for the outgrowth of movement which has been in process of development for a year. An experiment in art appreciation among children has been inaugurated in Philadelphia by the Western Community House, which has started circulating library pictures. The annual report issued by the State Department of Education of Maryland is one of the most comprehensive and carefully prepared reports published.

The article discusses the study which identifies the most frequently read magazines by elementary school principals and teachers in the U.S. It also aims to make a comparison between high school and elementary school principals, as well as, the elementary school teachers in terms of professional literature. The result revealed that high school principals prefer the "School Review" and elementary school principals consider the "Journal of Educational Method."

The article looks into the tendency of elementary school principals to implement progressiveness in schools in the U.S. The implementation of progressiveness has allowed teachers to become more open toward ideas regarding the details of daily practices of their work. The leaders in the educational field are starting to realize that the progress of the ideals and practices rests largely in the hands of the school principal.

The article comments on issues related to education. A committee of the Department of Elementary School Principals investigates the practices of elementary school principals in schools. An article "Parent's Reports" was published in the "Times Educational Supplement," which proposes for parents to report the attitude of their children in the house. The school authorities in New York prepared a pamphlet explaining in detail the expenditures for schools proposed for the year 1928.

The article reports on the technique in training the elementary school principals of Detroit through monitoring of first grade reading. In relation, the supervisor aimed her efforts by two general lines of endeavor. Cooperation underlies in the success of any effort of a supervisor to boost supervisory activity of the principals. The principals were given several tests aside from the new method of reading. They were urged to improve first grade reading instruction throughout the school system.

The article cites a study which seeks to evaluate the effectiveness of the plan of reorganizing the structure of the elementary school in the U.S. Principals of the different elementary schools in the U.S. have adopted the plan which aimed at using their time properly in dealing with their professional activities. The study revealed that routine activities in the school was reduced to 26.7% and the improvement of learning activities was increased to 30%, through the adoption of the plan.

The article discusses the findings of study done to determine how elementary school principals spend their time on their duties. Analysis of study indicate that the average principal is finding it impossible to devote 50 or 60 percent of his time to supervision. It also further implicates that principals may well subject to careful analysis and scrutiny the way in which they spend their time in order that they may increase their efficiency.

The article discusses the results of a survey on the rating of principals in service, which was recently completed for the Department of Elementary School Principals. Findings show that only eleven of the forty-six cities replying are creating a systemic attempt to evaluate the services of elementary school principals. More information could be found in the article.

The article presents the findings of the survey on the selection, appointment, and promotion of elementary school principals in the U.S. Based on the data given by superintendents in 39 cities, 87% select elementary school principals, subject to the board of education's approval. The most common methods used by respondents in assessing the qualifications of candidates for elementary school principals are their knowledge of the candidates, credentials,and results of written examinations.

The article offers news briefs related to education in the United States. Jessie M. Fink and Ide G. Sargeant of the Department of Elementary School Principals addressed a letter to principals of elementary schools. Various schools are conducting experiments in teaching the first steps in reading in the primary grades. The United States Public Health Service has published reports of studies that determine the relation between weight and height to nutrition.

The article reports on the elementary school principal from the teacher's point of view. There has been no serious attempts to study the necessary qualifications of a good elementary principal. A book from Ellwood P. Cubberly titled "The Principal and His School," set forth the characteristics of a successful elementary-school principal from an educator as well as the experienced principal's point of view.

Discusses the role of the elementary-school principal. Concept of cognitive dissonance according to Leon Festinger; Changes in the role of school principals; Sources of dissonant elements; Factors that could reduce existing dissonant elements; Primary element to the theory of dissonance.

Reflects on the role of an elementary school principal. Tasks of a principal in the order of importance; Description of the principal's job according to second-graders, third-graders and fifth-graders.

Discusses issues related to the role of elementary school principals. Increase in school personnel specialization; Influence of individual qualifications on tolerance and sensitivity; Conceptions about learning and teaching.

The article reports on the results of a study concerning how the people perceive and interpret the duties and behavior of elementary school principals in the U.S. Principal can be more effective if he knows how others appraise him as well as interpret his actions. The pupils viewed him as an executive but not as a democratic motivator. Parents' responses show that the ideal principal was a master teacher. Teachers valued the principal who manages interpersonal relationship judiciously.

The article reports on developments in the field of elementary education. A study has proven that there has been a rise in the level of educational achievements of elementary school principals. The article also presents information on a workshop organized by the University of Chicago to observe how principals behave in a simulated environment. It elaborates on a report that highlighted the need of adequate funds for education in the United States. The report also laid stress on the role of federal government in educational undertakings of the nation.

A list of references on public school administration is presented. The references include "The Vocational Careers of Elementary-School Principals," by L. A. Berry and Henry J. Otto, "The Composition of School Boards," by Robert H. Brown, "Adequate District Organization," by Leslie C. Chisholm, and "County School Administration," by Shirley Cooper and Charles O. Fitzwater.

The article presents a list of publications received by "The Elementary School Journal." It includes books such as "Rural Education," "The Problem of the Elementary School Principal in the Light of the Testing Movement," "A Study of American Intelligence," and "Curriculum Making in Secondary Schools."

Examines the process of evolution of the principalship based on data obtained from an investigation completed by the Seattle Principals' Association in Washington. Qualifications required of candidates for appointment to principalships; Status of the teaching principal; Clerical assistance provided to elementary school principals.

In this article the author discusses the duties of elementary school principals in the U.S. in 1921. To achieve his aim, the author created a questionnaire for university professors of administration that enumerated the functions of principals. He also explores the relative importance of their functions. In addition, the author reveals the mistakes commonly made by principals.

This article discusses a study which summarized the prescriptive requirements concerning the elementary-school principal in thirty school systems in the U.S. It enumerates the prescribed duties of principals. A statement issued by Professor Frank McMurry regarding the supervisory duties of principals is also given. In addition, this article includes a table showing the duties prescribed by school board legislation.

The article comments on the function of a school principal in the U.S. The author cites that the principal of an elementary school should be previleged and required to exercise initiative and leadership. The principal of an elementary school who is allowed anything like fair working conditions will gain a better and truer knowledge of teaching process through observing and working with his teachers.

The article discusses the development of a plan for principals to supervise teaching in elementary schools. The effectiveness of the plan is thought to be dependent on communication between the teacher and the principal. It calls for the examination of instructional systems and implementation of improvement programs to ensure effectiveness.

The article discusses the study on the attitudes of some principals towards their functions and responsibilities in elementary education. Some principals focus only a certain field and neglect the others. That is why it is important that they should have a clear and full conception of their duties in order manage their school properly. Many principals consume much of their time in their managerial task thus rejecting other duties that they consider critical like professional and social.

The article presents a detailed description of the activities of elementary school principals in the U.S. The duties of a principal are categorized into administrative duties, and teaching or pedagogical duties. The administrative duties are divided into three main groups including annual and semi-annual routine duties, daily routine, and miscellaneous duties. Three general aspects of teaching duties include supervising of teachers, and adapting courses of study to groups and individuals.

This article discusses the work of elementary-school principal in the U.S. in 1918. During a school survey, a number of elementary-school principals were asked about the most important part of their work in the supervision of their schools. Four typical replies are quoted in this article. Some principals spent a lot of time observing instruction and assisting in the teaching.

The article presents the lists of code of ethics for elementary-schools principals devised by the Elementary Principals Association of California. The code is formulated to enhance the effectivity of professional responsibilities of the elementary school principals in the state. It is comprised of four category, which includes the responsibility of principals to their teaching profession, status of principalship, to the child and the community, and to the administrative authority and co-workers.

The article discusses the study "The Status of the Elementary Principal in New York State," published by the New York State Association of Elementary Principals. The study surveyed almost 50% of all elementary school principals in the state outside New York study. It gathered information on principals' teaching experience, salaries, sabbatical leaves and membership to organizations.

Information about the topics discussed in a meeting about elementary-school principalship is presented. A subcommittee of the U.S. Department of Elementary Schools Principals had discussed issues on duties, administrative relationships and other phases of the office of elementary-school principal. The meeting announced the members of the Committee on Standards and Training for the Elementary School Principalship.

The article deals with an unusual provision being arranged by the School of Education for superintendents, elementary school principals, supervisors and teachers and others interested in the profession of teaching. A list of the visiting instructors in the U.S. Department of Education and the courses they will give is presented. The list include Dr. Carter Alexander, first assistant state superintendent of Public Instruction for Wisconsin and Professor H. A. Brown, State Normal School in Oshkosh, Wisconsin.

The article presents a letter from the Spelling Committee of elementary school principals in Kansas City, Kansas. The letter states that the committee submits in mimeograph form a suggested list of words for each grade. It mentions the advantages of the list, such as meeting the objection of businessmen that pupils fail to learn to spell the common words. Among the reasons for the large number of words in the second grade is that pupils begin to do written composition work in the third grade.