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By Richard HuntPrincipal Brian Lile, Muhlenberg South Middle School in Kentucky, came up with the 'Challenge' to help teachers jump-start their day. And their positive attitude can be contagious to students at a time when that unwanted disease contagion has changed life so much. Teachers take part in a wide variety of games like Let's Make a Deal, Deal or No Deal, and Press Your Luck. But Brian shares, \"Not all of our prizes are good prizes...\" (uh-oh)

The papers in this monograph review the literature and summarize recent research findings on factors affecting educational change in the public schools. The authors also report the reactions of several principals who have attempted to implement significant educational innovation in their schools. In the opening chapter, Kenneth A. Tye uses a systems model to discuss equilibrium, resistance, and strategies that facilitate change. Next, Mary M. Bentzen discusses the demands that accompany the principal's role, the conflicts he faces, and how these demands and conflicts might be channeled and resolved. Robert L. Sinclair examines the expression, requirements, and determinants of leadership behavior. Jerrold M. Novotney's chapter describes methods for achieving optimum staff involvement and cooperation in change efforts. In the final chapter, Donald A. Myers discusses the roles of the principal and of his teachers in the decision-making process. Lillian K. Spitzer prepared the annotated bibliography on change which contains 65 recent citations. (Author and JH)

In causal mediation analysis, the definitions of the natural direct and indirect effects involve potential outcomes that can never be observed, so-called a priori counterfactuals. This conceptual challenge translates into issues in identification, which requires strong and often unverifiable assumptions, including sequential ignorability. Alternatively, we can deal with post-treatment variables using the principal stratification framework, where causal effects are defined as comparisons of observable potential outcomes. We establish a novel bridge between mediation analysis and principal stratification, which helps to clarify and weaken the commonly used identifying assumptions for natural direct and indirect effects. Using principal stratification, we show how sequential ignorability extrapolates from observable potential outcomes to a priori counterfactuals, and propose alternative weaker principal ignorability-type assumptions. We illustrate the key concepts using a clinical trial. [Supplementary material included in the article titled 'Supplementary Material for "Principal Ignorability in Mediation Analysis: Through and beyond Sequential Ignorability."' This is the online version of an article published in "Biometrika."]

Experience has shown that providing instructional, emotional, and managerial support to new principals by giving them experienced, expert principals as mentors can help to a large extent. Over the course of a year, New Visions for Public Schools studied six types of principal mentor programs offered to new and needy principals in six New York City community school districts and in New Vision small schools. Several different organizations, including the districts, universities, and the supervisors' union, made current and former principals available as mentors. The most striking and important differences concern the confidentiality of the relationship, the selection of the mentors, the selection of topics, and the support and preparation for the mentors. Through a review of scholarly and practitioner-based research, as well as in-depth interviews with 9 principal mentors, 14 mentees, and 6 superintendents or deputy superintendents supervising the mentor programs, New Visions was able to draw conclusions and make recommendations concerning effective principal mentor programs. Mentor principals must have sound records of success. They need very strong interpersonal skills; they should be reflective and compassionate, good listeners, and effective communicators who can speak the truth. (DFR)

Experience has shown that providing instructional, emotional, and managerial support to new principals by giving them experienced, expert principals as mentors can help to a large extent. Over the course of a year, New Visions for Public Schools studied six types of principal mentor programs offered to new and needy principals in six New York City community school districts and in New Vision small schools. Several different organizations, including the districts, universities, and the supervisors' union, made current and former principals available as mentors. The most striking and important differences concern the confidentiality of the relationship, the selection of the mentors, the selection of topics, and the support and preparation for the mentors. Through a review of scholarly and practitioner-based research, as well as in-depth interviews with 9 principal mentors, 14 mentees, and 6 superintendents or deputy superintendents supervising the mentor programs, New Visions was able to draw conclusions and make recommendations concerning effective principal mentor programs. Mentor principals must have sound records of success. They need very strong interpersonal skills; they should be reflective and compassionate, good listeners, and effective communicators who can speak the truth. (DFR)

Experience has shown that providing instructional, emotional, and managerial support to new principals by giving them experienced, expert principals as mentors can help to a large extent. Over the course of a year, New Visions for Public Schools studied six types of principal mentor programs offered to new and needy principals in six New York City community school districts and in New Vision small schools. Several different organizations, including the districts, universities, and the supervisors' union, made current and former principals available as mentors. The most striking and important differences concern the confidentiality of the relationship, the selection of the mentors, the selection of topics, and the support and preparation for the mentors. Through a review of scholarly and practitioner-based research, as well as in-depth interviews with 9 principal mentors, 14 mentees, and 6 superintendents or deputy superintendents supervising the mentor programs, New Visions was able to draw conclusions and make recommendations concerning effective principal mentor programs. Mentor principals must have sound records of success. They need very strong interpersonal skills; they should be reflective and compassionate, good listeners, and effective communicators who can speak the truth. (DFR)

1Sonnets of Shakespeare's Ghost

By Thomas George Tucker

This is a collection of sonnets in the Shakespearean style written by Thomas George Tucker as Gregory Thornton. As the author prefaces his volume: "The Spirit of William Shakespeare, sore vexed of them who say that in his Sonnets he writ not from the truth of his heart but from the toyings of his brain, and that he devised but a feigned object to fit a feigned affection, herein maketh answer, renewing as best a shadow may that rhyme wherein he was more excellent in the living body." - Summary by Carolin

2Haunted Ship

By Kate Marion Tucker

Summer adventures on the Coast of Maine. - Summary by Carrie Gorman