Learning to Improve

Learning to Improve Author Anthony S. Bryk
ISBN-10 1612507921
Year 2015-03-01
Pages 280
Language en
Publisher Harvard Education Press
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In Learning to Improve, the authors argue for a new approach to education reform that leverages “networked improvement communities” to address high school dropout rates and other core concerns.

Learning to Improve

Learning to Improve Author Anthony S. Bryk
ISBN-10 1612507913
Year 2015-03-01
Pages 280
Language en
Publisher Harvard Education Press
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In Learning to Improve, the authors argue for a new approach to education reform that leverages “networked improvement communities” to address high school dropout rates and other core concerns.

Organizing Schools for Improvement

Organizing Schools for Improvement Author Anthony S. Bryk
ISBN-10 9780226078014
Year 2010-03-15
Pages 328
Language en
Publisher University of Chicago Press
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In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

Trust in Schools

Trust in Schools Author Anthony Bryk
ISBN-10 9781610440967
Year 2002-09-05
Pages 240
Language en
Publisher Russell Sage Foundation
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Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology

Tinkering Toward Utopia

Tinkering Toward Utopia Author David B. TYACK
ISBN-10 0674892836
Year 1995
Pages 184
Language en
Publisher Harvard University Press
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"Tinkering toward Utopia" documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. David Tyack and Larry Cuban suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and also to keep in mind the democratic purposes that guide public education.

X Teams

X Teams Author Deborah Ancona
ISBN-10 1422148068
Year 2007-05-17
Pages 260
Language en
Publisher Harvard Business Press
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Why do good teams fail? Very often, argue Deborah Ancona and Henrik Bresman, it is because they are looking inward instead of outward. Based on years of research examining teams across many industries, Ancona and Bresman show that traditional team models are falling short, and that what’s needed--and what works--is a new brand of team that emphasizes external outreach to stakeholders, extensive ties, expandable tiers, and flexible membership. The authors highlight that X-teams not only are able to adapt in ways that traditional teams aren’t, but that they actually improve an organization’s ability to produce creative ideas and execute them—increasing the entrepreneurial and innovative capacity within the firm. What’s more, the new environment demands what the authors call “distributed leadership,” and the book highlights how X-teams powerfully embody this idea.

How leaders learn

How leaders learn Author Gordon A. Donaldson
ISBN-10 0807748544
Year 2008-03-14
Pages 178
Language en
Publisher Teachers College Pr
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How Leaders Learn portrays the developmental experiences of educators seeking to become accomplished leaders in their schools. The author presents a new model of leadership knowledgethe Interpersonal-Cognitive-Intrapersonal Model (I-C-I). Through the stories of teacher leaders and administrators who participated in the I-C-I leadership development programs, the author depicts the evolution of understanding, skill, and self-confidence. These learners grapple with questions essential to all effective leadership: Does my leadership generate improved learning for the students in my school? What are my greatest assets as a leader? What are my greatest liabilities and what do I do about them? Can I find a leadership role that is both productive and sustainable for me and for the school I serve?

Restructuring in the classroom

Restructuring in the classroom Author Richard F. Elmore
ISBN-10 078790239X
Year 1996-03-15
Pages 257
Language en
Publisher Jossey-Bass
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The provocative portraits of schools and teachers in Restructuring in the Classroom will give anyone interested in school reform an in-depth picture of what the process of school restructuring looks like from within.

Conducting Needs Assessments

Conducting Needs Assessments Author Fernando I. Soriano
ISBN-10 9781412965736
Year 2012-08-23
Pages 240
Language en
Publisher SAGE
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This book demystifies the process of planning a community intervention, using clear and simple language to aid students understanding .

Teaching as the Learning Profession

Teaching as the Learning Profession Author Linda Darling-Hammond
ISBN-10 078794341X
Year 1999-06-29
Pages 464
Language en
Publisher Jossey-Bass
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"No education topic is more important than how to raise the quality of teaching in America's schools. This book eloquently makes the case for reshaping teacher preparation and professional development to enhance student learning." —Bob Chase, president, National Education Association Leading educational thinkers and researchers deliver an in-depth overview of the issues and challenges facing the teaching profession today. This book is the first in over a decade to synthesize the most important research in the fields of teaching and teacher education. This research is also the basis for recommAndations found in What Matters Most, a landmark report from the National Commission on Teaching and America's Future. The authors explore promising approaches to both policy and practice in teacher learning. They also provide the substance behind policy recommAndations, examining the implications of school reforms for teaching, current knowledge about teacher preparation, and the kinds of learning opportunities teachers will need. Teaching as the Learning Profession includes case studies of innovative approaches to school improvement, principles for better staff development, proposals for the reform of unions, and practical as well as conceptual advice on recruitment, licensing, redefining the teaching career, enhancing diversity, developing leadership, and expanding such innovations as networks and other sustained forms of teacher-to-teacher learning.

The New Imperatives of Educational Change

The New Imperatives of Educational Change Author Dennis Shirley
ISBN-10 9781317404569
Year 2016-11-10
Pages 158
Language en
Publisher Routledge
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The New Imperatives of Educational Change is a clarion call to move beyond the standardized testing and marketplace competition that have become pervasive in school systems to focus instead on creating the conditions that will encourage all students to become critical and independent thinkers. Dennis Shirley presents five new imperatives to guide educators and policymakers towards a re-thinking of what it means to teach effectively and to learn in depth. The evidentiary imperative requires educators to attain a better grasp of what data actually reveal about international trends in student learning. The interpretive imperative encourages mindful deliberation before acting on evidence in order to promote the integrity of a school community. The professional imperative describes new international research findings on promising pedagogies and curricula that propel learning in new directions. The global imperative argues that we all must look beyond our national boundaries to improve the flourishing of all young people, wherever they may be found. Finally, the existential imperative reminds us that students look to their teachers as role models who can dignify learning with meaning and embellish life with joy. Visionary in its scope and practical in its details, The New Imperatives of Educational Change is an indispensable road map for all teachers, principals, and system leaders. ?

Partners in Learning

Partners in Learning Author Carol A. Lyons
ISBN-10 0807732974
Year 1993
Pages 223
Language en
Publisher
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Filled with concrete examples, this book is a comprehensive guide to Reading Recovery. It not only examines the method, but grounds theory with practice, allowing insights gained in this particular and unique program to be shared with and applied in general education, teaching of reading, and teacher decisions making itself.

Leading for Social Justice

Leading for Social Justice Author Elise M. Frattura
ISBN-10 0761931783
Year 2007-04-18
Pages 307
Language en
Publisher Corwin Press
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A step-by-step process for raising the achievement of English language learners and students with special needs and for integrating schoolwide change through proactive support services that benefit all students.

The Big Lies of School Reform

The Big Lies of School Reform Author Paul C. Gorski
ISBN-10 9781134607419
Year 2014-03-14
Pages 188
Language en
Publisher Routledge
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The Big Lies of School Reform provides a critical interruption to the ongoing policy conversations taking place around public education in the United States today. By analyzing the discourse employed by politicians, lobbyists, think tanks, and special interest groups, the authors uncover the hidden assumptions that often underlie popular statements about school reform, and demonstrate how misinformation or half-truths have been used to reshape public education in ways that serve the interests of private enterprise. Through a thoughtful series of essays that each identify one “lie“ about popular school reform initiatives, the authors of this collection reveal the concrete impacts of these falsehoods—from directing funding to shaping curricula to defining student achievement. Luminary contributors including Deborah Meier, Jeannie Oakes, Gloria Ladson-Billings, and Jim Cummins explain how reform movements affect teachers and administrators, and how widely-accepted mistruths can hinder genuine efforts to keep public education equitable, effective, and above all, truly public. Topics covered include common core standards, tracking, alternative paths to licensure, and the disempowerment of teachers’ unions. Beyond critically examining the popular rhetoric, the contributors offer visions for improving educational access, opportunity, and outcomes for all students and educators, and for protecting public education as a common good.