by
Hess, Frederick M.
Call Number
370.973 22
Publication Date
2010
Summary
A thought-provoking look at innovation in education by a researcher at the American Enterprise Institute for Public Policy.
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Electronic Resources
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4.7338
by
Zemsky, Robert, 1940-
Call Number
378.73 22
Publication Date
2009
Summary
Making Reform Work is a practical narrative of ideas that begins by describing who is saying what about American higher educationùwho's angry, who's disappointed, and why. Robert Zemsky argues that improving higher education will require enlisting faculty leadership, on the one hand, and, on the other, a strategy for changing the higher education system writ large and offers three rules for successful college and university transformation: don't vilify, don't play games, and come to the table with a well-thought-out strategy rather than a sharply worded lamentation.
Format:
Electronic Resources
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4.6312
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by
Muscatine, Charles.
Call Number
378.1990973 22
Publication Date
2009
Summary
Fixing College Education predicts new roles for students and faculty, redefines educational breadth and depth, and calls for deeper assessment of learning and teaching. Muscatine highlights the outstanding colleges and universities, including Harvard, Boston University's University Professor's Program, Evergreen State College, and Fairhaven College at Western Washington University, that have already remade their curricula successfully or adopted features like the ones he proposes. Muscatine argues that the new curriculum is better able than the old to produce good scholars and good citizens for the twenty-first century. --from publisher description.
Format:
Electronic Resources
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4.6228
by
Kirby, Sheila Nataraj, 1946-
Call Number
370.711 22
Publication Date
2006
Summary
Teacher education has been subject to both scathing criticism and innumerable efforts designed to reform it or to save it from being dismantled. One of the latest and most well funded efforts aimed at teacher education reform is boldly titled Teachers for a New Era (TNE). Eleven colleges and universities of various types nationwide were selected to participate in TNE. The TNE initiative emphasizes evidence-based decisionmaking, close collaboration between education and arts and sciences faculty, and teaching as an academically taught clinical-practice profession. The RAND Corporation and the M.
Format:
Electronic Resources
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4.6141
by
Hill-Jackson, Valerie, 1969-
Call Number
370.711 22
Publication Date
2010
Summary
In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.
Format:
Electronic Resources
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4.6086
by
Labaree, David F., 1947-
Call Number
370.973 22
Publication Date
2010
Summary
"What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all children--but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way 'this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do.' Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult. At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes--to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own. Provocative, unflinching, wry, Someone Has to Fail looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much"--Publisher description.
Format:
Electronic Resources
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4.4878
by
Nehring, James.
Call Number
371.010973 22
Publication Date
2009
Format:
Electronic Resources
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4.2928
by
Lazerson, Marvin, author.
Call Number
378.73 22
Publication Date
2010
Summary
The book delivers a penetrating, nuanced account of American universities in the twenty-first century. Tackles topics that range from the rise of the managerial class to the failed attempts to reform practice in the classroom.
Format:
Electronic Resources
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3.9347
by
Guthrie, James W.
Call Number
371.207 22
Publication Date
2011
Summary
Taking a practice-based approach that is grounded in research and theory, "Leading Schools to Success: Constructing and Sustaining High Performing Learning Cultures" offers current and future educational leaders with operational knowledge they can employ to construct and sustain a highly effective school culture focused on enhanced student performance.
Format:
Electronic Resources
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3.7964
by
Wiggins, Grant P., 1950-
Call Number
370.1 22
Publication Date
2007
Format:
Electronic Resources
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3.4681
by
Westerberg, Tim.
Call Number
371.200973 22
Publication Date
2009
Summary
Provides information on how to improve graduation rates, close achievement gaps, and teach 21st century knowledge and skills. Explains how any high school can improve by providing students the support they need to meet college and career-prep standards, and focusing teachers collectively on research-based instructional practices.
Format:
Electronic Resources
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3.4425
by
Bodilly, Susan J.
Call Number
379.15 21
Publication Date
2001
Summary
Business leaders created New American Schools, a private nonprofit corporation, in 1991 to develop "break-the-mold" designs for schools serving grades K-12. This report documents the significant changes in the designs that have taken place over the initiative's life span and the reasons for those changes. NAS drove some of the changes in its decisions to fund or not to fund specific designs. The designs themselves changed in terms of their educational components and theories. Finally, the design teams developed implementation strategies and assistance packages over time that resulted in the expansion of the design concept to the concept of "design-based assistance." Some of the changes made to designs were beneficial in promoting the concept of a design-based school, especially the development of stronger curriculum packages, clearer descriptions of the designs, and significant work toward assistance for schools to adopt designs. However, concessions to district and state policies led design teams to redefine some design elements, allowing significant local variation and possible incoherence and fragmentation within schools using designs. If this reform is to succeed, policymakers must revitalize it by taking the current environment into account and helping to make it more supportive.
Format:
Electronic Resources
Relevance:
3.3800
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