Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.Jerry M. Jailall recently served as the state coordinator for the federal Comprehensive School Reform program and as a Title 1 Consultant at the North Carolina Department of Public Instruction. He has worked with 172 elementary, middle, and high schools implementing school reform initiatives. He previously coordinated the NC School Improvement Grants program in 107 school districts under the standards-based GOALS 2000 federal initiative. He has over 25 years of K-12 experience in public education spanning Guyana, the Bahamas, and the US. He is a former lecturer at the University of Guyana. He obtained his doctorate in education from East Carolina University. Julie K. Jailall, EdD, currently serves as the Executive Director of the K-12 Neuse Charter School in North Carolina, USA. She is a school transformation expert and has served for over 15 years as a school principal and as a teacher in several schools and districts in the USA. She previously served as the Learning Disabilities Consultant at the NC Department of Public Instruction. She has worked with elementary, middle, and high schools implementing school reform initiatives. Dr. Jailall has over 30 years of K–12 experience in public education spanning Guyana, the Bahamas, the United Arab Emirates and the United States. She is a former lecturer at the University of Guyana, the Abu Dhabi University and the Brunswick Community College in the USA. She holds 5 degrees including a doctorate in education leadership and policy studies from the North Carolina State University.

"I found the book to be a compelling presentation of the key role of principal—understanding curriculum and how to implement effective change in all buildings. I have been searching for a book to use in my principal preparation class on Instructional Leadership and I believe I now have the book that will provide my students a comprehensive view on the principalship. With a continued emphasis on school improvement and the importance of increasing student achievement, this book is an invaluable tool for pre-service and in-service school leaders."

• Preface to the Fourth EditionAcknowledgmentsAbout the AuthorsPART I: Laying the Foundations1. What It Means to Be a Curriculum Leader: Post Race to the Top, the Era of the Common Core of State Standards (CCSS) and the Every Student Succeeds Act of 2015 (ESSA)Movement Toward National StandardsInfluences on Curricula: Current and PastThe Hallmarks of Curriculum QualityChapter SummaryReferences2. Some Current Trends in Curriculum, Instruction, and Assessment in the Era of the Every Student Succeeds Act and New State Standards for Curriculum (ESSA and CCSS)Some Current Trends in CurriculumSome Practices Related to Current Trends in CurriculumWhat These Trends MeanChapter SummaryReferences3. The Five Curriculum Levels: National, State, District, School, and ClassroomNational FunctionsState FunctionsDistrict FunctionsSchool FunctionsClassroom FunctionsFlexible AllocationsChapter SummaryReferences4. Importance of the PrincipalNo Child Left Behind (NCLB) Commission Report Called for Definition of Highly Effective PrincipalsProfessional Standards for Educational Leaders (PSEL) 2015Defining Curriculum LeadershipUnderstanding the Problems of the Principal’s Curriculum Leadership RoleUnderstanding the Rationale for Principal LeadershipUniting Principal and Teacher LeadershipPerforming the Leadership FunctionsChapter SummaryReferencesPART II: Shaping State and District Curricula5. State Policies and FrameworksThe Case of State Frameworks in North Carolina, Tennessee, and MississippiBecoming InformedGetting the Message AcrossEvaluating State FrameworksChapter SummaryReferences6. District CurriculaDistrict FunctionsExercising Influence as the PrincipalChapter SummaryReferencesPART III: Providing Leadership7. Developing Vision and GoalsDeveloping the School’s Vision of a Quality CurriculumDeveloping the School’s Curriculum GoalsChapter SummaryReferences8. Rethinking the Program of StudiesRenewing an Existing Program of StudiesRestructuring the Program of StudiesChapter SummaryReferences9. Committing to a Learning-Centered Schedule and Protection of Instructional TimeThe Nature of a Learning-Centered ScheduleDeveloping a Learning-Centered ScheduleHow the Principal and Teachers Can Make More Effective Use of the Existing ScheduleChapter SummaryReferences10. Integrating the CurriculumTypes of IntegrationArguments Supporting IntegrationArguments Questioning the Use of IntegrationSome Challenges of Integration at All LevelsA Process for Resolving the Integration IssueChapter SummaryReferences11. Aligning the CurriculumTypes of CurriculaAligning the Recommended and the Written CurriculaAligning the Written, the Supported, and the Assessed CurriculaAligning the Written and the Taught CurriculaAligning the Hidden and the Learned CurriculaAligning the Taught and the Learned CurriculaChapter SummaryReferences12. Monitoring the Curriculum Implementation ProcessThe Argument About MonitoringA Practical Solution for MonitoringChapter SummaryReferencesPART IV: Working With Teachers13. Making Yearly Planning Calendars and Curriculum MapsThe Nature of Yearly Plans and Curriculum Maps and a Rationale for Their UseOrganizing for Yearly PlanningDeveloping Yearly PlansReviewing the PlansChapter SummaryReferences14. Developing Units of StudyA Rationale for Unit DevelopmentOrganizing for Unit DevelopmentDeveloping Units Based on Constructivist PrinciplesSome Criticisms of ConstructivismChapter SummaryReferences15. Enriching the Curriculum and Remediating LearningHelping Teachers Enrich the CurriculumHelping Teachers Remediate LearningChapter SummaryReferences16. Evaluating the CurriculumEvaluating the Assessed or Tested CurriculumEvaluating the Supported CurriculumEvaluating the Written CurriculumEvaluating the Taught CurriculumEvaluating the Learned CurriculumChapter SummaryReferencesPART V: Looking Ahead17. Curriculum Leadership: Putting It All TogetherWork Closely With District LeadershipSet Up the Curriculum Organizational StructuresUse Team LeadershipMake Curriculum Improvement Part of an Overall PlanUse an Incremental Process in Effecting Curricular ChangePrioritize Curriculum TasksUse Routine Activities to Support Quality CurriculaDevelop Specific Plans and Manage TimeA Personal and Concluding NoteChapter SummaryReferencesIndex

Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.Jerry M. Jailall recently served as the state coordinator for the federal Comprehensive School Reform program and as a Title 1 Consultant at the North Carolina Department of Public Instruction. He has worked with 172 elementary, middle, and high schools implementing school reform initiatives. He previously coordinated the NC School Improvement Grants program in 107 school districts under the standards-based GOALS 2000 federal initiative. He has over 25 years of K-12 experience in public education spanning Guyana, the Bahamas, and the US. He is a former lecturer at the University of Guyana. He obtained his doctorate in education from East Carolina University. Julie K. Jailall, EdD, currently serves as the Executive Director of the K-12 Neuse Charter School in North Carolina, USA. She is a school transformation expert and has served for over 15 years as a school principal and as a teacher in several schools and districts in the USA. She previously served as the Learning Disabilities Consultant at the NC Department of Public Instruction. She has worked with elementary, middle, and high schools implementing school reform initiatives. Dr. Jailall has over 30 years of K–12 experience in public education spanning Guyana, the Bahamas, the United Arab Emirates and the United States. She is a former lecturer at the University of Guyana, the Abu Dhabi University and the Brunswick Community College in the USA. She holds 5 degrees including a doctorate in education leadership and policy studies from the North Carolina State University.

"I found the book to be a compelling presentation of the key role of principal—understanding curriculum and how to implement effective change in all buildings. I have been searching for a book to use in my principal preparation class on Instructional Leadership and I believe I now have the book that will provide my students a comprehensive view on the principalship. With a continued emphasis on school improvement and the importance of increasing student achievement, this book is an invaluable tool for pre-service and in-service school leaders."

• Preface to the Fourth EditionAcknowledgmentsAbout the AuthorsPART I: Laying the Foundations1. What It Means to Be a Curriculum Leader: Post Race to the Top, the Era of the Common Core of State Standards (CCSS) and the Every Student Succeeds Act of 2015 (ESSA)Movement Toward National StandardsInfluences on Curricula: Current and PastThe Hallmarks of Curriculum QualityChapter SummaryReferences2. Some Current Trends in Curriculum, Instruction, and Assessment in the Era of the Every Student Succeeds Act and New State Standards for Curriculum (ESSA and CCSS)Some Current Trends in CurriculumSome Practices Related to Current Trends in CurriculumWhat These Trends MeanChapter SummaryReferences3. The Five Curriculum Levels: National, State, District, School, and ClassroomNational FunctionsState FunctionsDistrict FunctionsSchool FunctionsClassroom FunctionsFlexible AllocationsChapter SummaryReferences4. Importance of the PrincipalNo Child Left Behind (NCLB) Commission Report Called for Definition of Highly Effective PrincipalsProfessional Standards for Educational Leaders (PSEL) 2015Defining Curriculum LeadershipUnderstanding the Problems of the Principal’s Curriculum Leadership RoleUnderstanding the Rationale for Principal LeadershipUniting Principal and Teacher LeadershipPerforming the Leadership FunctionsChapter SummaryReferencesPART II: Shaping State and District Curricula5. State Policies and FrameworksThe Case of State Frameworks in North Carolina, Tennessee, and MississippiBecoming InformedGetting the Message AcrossEvaluating State FrameworksChapter SummaryReferences6. District CurriculaDistrict FunctionsExercising Influence as the PrincipalChapter SummaryReferencesPART III: Providing Leadership7. Developing Vision and GoalsDeveloping the School’s Vision of a Quality CurriculumDeveloping the School’s Curriculum GoalsChapter SummaryReferences8. Rethinking the Program of StudiesRenewing an Existing Program of StudiesRestructuring the Program of StudiesChapter SummaryReferences9. Committing to a Learning-Centered Schedule and Protection of Instructional TimeThe Nature of a Learning-Centered ScheduleDeveloping a Learning-Centered ScheduleHow the Principal and Teachers Can Make More Effective Use of the Existing ScheduleChapter SummaryReferences10. Integrating the CurriculumTypes of IntegrationArguments Supporting IntegrationArguments Questioning the Use of IntegrationSome Challenges of Integration at All LevelsA Process for Resolving the Integration IssueChapter SummaryReferences11. Aligning the CurriculumTypes of CurriculaAligning the Recommended and the Written CurriculaAligning the Written, the Supported, and the Assessed CurriculaAligning the Written and the Taught CurriculaAligning the Hidden and the Learned CurriculaAligning the Taught and the Learned CurriculaChapter SummaryReferences12. Monitoring the Curriculum Implementation ProcessThe Argument About MonitoringA Practical Solution for MonitoringChapter SummaryReferencesPART IV: Working With Teachers13. Making Yearly Planning Calendars and Curriculum MapsThe Nature of Yearly Plans and Curriculum Maps and a Rationale for Their UseOrganizing for Yearly PlanningDeveloping Yearly PlansReviewing the PlansChapter SummaryReferences14. Developing Units of StudyA Rationale for Unit DevelopmentOrganizing for Unit DevelopmentDeveloping Units Based on Constructivist PrinciplesSome Criticisms of ConstructivismChapter SummaryReferences15. Enriching the Curriculum and Remediating LearningHelping Teachers Enrich the CurriculumHelping Teachers Remediate LearningChapter SummaryReferences16. Evaluating the CurriculumEvaluating the Assessed or Tested CurriculumEvaluating the Supported CurriculumEvaluating the Written CurriculumEvaluating the Taught CurriculumEvaluating the Learned CurriculumChapter SummaryReferencesPART V: Looking Ahead17. Curriculum Leadership: Putting It All TogetherWork Closely With District LeadershipSet Up the Curriculum Organizational StructuresUse Team LeadershipMake Curriculum Improvement Part of an Overall PlanUse an Incremental Process in Effecting Curricular ChangePrioritize Curriculum TasksUse Routine Activities to Support Quality CurriculaDevelop Specific Plans and Manage TimeA Personal and Concluding NoteChapter SummaryReferencesIndex