by
Augustine, Catherine H., 1968-
Call Number
371.200973 22
Publication Date
2009
Summary
Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.
Format:
Electronic Resources
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by
Zhao, Yong.
Call Number
370.973 22
Publication Date
2009
Summary
At a time when globalization and technology are dramatically altering the world we live in, is education reform in the United States heading down the right path? Are schools emphasizing the knowledge and skills that students need in a global society--are schools actually undermining their strengths by overemphasizing high-stakes testing and standardization? Are education systems in China and other countries really as superior as some people claim? Yong Zhao, born and raised in China and now a professsor at Michigan State University, bases many of his observations on his firsthand experience as a student in China and as a parent of children attending school in the United States.
Format:
Electronic Resources
Relevance:
0.0520
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