This book details the process of developing agreements between high schools and colleges in the United States to allow students to earn both high school and college credit while at high school. The author explains issues including: legal constraints; processes for curriculum alignment; funding sources; and evaluation procedures.
A constructivist leader facilitates professional dialogue and inquiry to enable all teachers to make sense of their work together and to reconstruct the major purposes of schooling. Illustrating their work with vignettes of the activities of such leaders, the authors of this book create a clear picture of constructivist teaching and leadership. They also formulate strategies for altering the school culture to accommodate constructivist leadership.
A Guide to Student-Centered, Problem-based Learning
Recent research on the learning process indicates that learning is facilitated by identifying and solving problems, when finding multiple approaches to problem-solving and when a problem has a 'real-world' significance. This book guides readers step-by-step through designing problem-based learning across the curriculum, and includes advice on managing and assessing student projects.
This volume continues the ongoing discussion on higher education funding in the United States. Critical issues addressed include: sources and levels of funding; performance-based accountability standards; the decentralization of control; diminished resources; retirement and benefits; increased use of business and private sectors in underwriting development; and alternate revenue sources.
A firsthand account of outstanding principals' experiences in shared-governance schools is presented in this book on democratic principal leadership. In particular, the book fills the knowledge gap - the current lack of research-based information on collaborative school-restructuring methods - that has caused many attempts at school restructuring to fail.
Building on research conducted for their previous book, School-Based Management as School Reform, the authors of volume report on their investigation of a site-based managed urban elementary school and its attempts to implement reform. On the basis of their findings, they propose four `imperative' conditions for the school's success. The authors conclude with general thoughts on site-based management and school reform, and offer ideas on policies, structures and professional development that they believe could enhance positive educational change.
A firsthand account of outstanding principals' experiences in shared-governance schools is presented in this book on democratic principal leadership. In particular, the book fills the knowledge gap - the current lack of research-based information on collaborative school-restructuring methods - that has caused many attempts at school restructuring to fail.
The under-representation of women in educational administration is addressed in this book. The experiences of 15 female educational leaders in their quest for, ascent to and acquisition of leadership positions are described. Through their experiences, the administrators also offer advice to other women and men in the profession. Important themes emerging from the book include: women's lack of aspiration to administrative positions; cultural stereotypes regarding gender roles and leadership; and insufficient support systems for and among women in educational leadership.
Building on research conducted for their previous book, School-Based Management as School Reform, the authors of volume report on their investigation of a site-based managed urban elementary school and its attempts to implement reform. On the basis of their findings, they propose four `imperative' conditions for the school's success. The authors conclude with general thoughts on site-based management and school reform, and offer ideas on policies, structures and professional development that they believe could enhance positive educational change.
