School reform efforts in the United States during the last decade have tended to concentrate on issues including professionalizing teaching, site-based decision-making, increasing the school day and academic year, and national assessments. The curriculum has been only peripherally addressed. This book focuses on the curriculum, detailing steps that need to be taken to move from a traditional school system to a true learning organization.
A Handbook for Change, Elementary and Middle School Edition
This fieldbook provides comprehensive information for principals and teachers in elementary and middle schools to administer, score and interpret climate measures as they engage in organizational and professional development. The authors present instruments to measure the climate of schools, a brief review of the conceptual underpinnings of each tool, scoring procedures, contemporary norms for climate assessment and strategies for change.
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.
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.
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.
The controversial issue of ability grouping is addressed in this book. Though one of the major themes of the restructuring debate in education is the heterogeneous grouping of students, teachers argue that to expect students to read at a higher level than that at which they are capable is detrimental. The author poses key questions in this debate, and presents all sides of the issue through interviews with recognized experts in education.
The controversial issue of ability grouping is addressed in this book. Though one of the major themes of the restructuring debate in education is the heterogeneous grouping of students, teachers argue that to expect students to read at a higher level than that at which they are capable is detrimental. The author poses key questions in this debate, and presents all sides of the issue through interviews with recognized experts in education.
