by
Davidovich, Robert.
Call Number
371.207 22
Publication Date
2010
Summary
Filled with anecdotal examples, reflection exercises, and practical strategies, this is a useful and timely resource for educators seeking to understand and influence educational innovation and transformation in the 21st century.
Format:
Electronic Resources
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1.5164
by
Reeves, Douglas B., 1953-
Call Number
371.200973 22
Publication Date
2009
Summary
Guide for becoming a leader in making changes in the educational field.
Format:
Electronic Resources
Relevance:
1.2951
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3.
by
Johnson, Daniel P.
Call Number
371.200973 22
Publication Date
2005
Summary
Ensure the success of your school change efforts with a proven fivestep process that will strengthen working relationships among teachers, parents, and administrators.
Format:
Electronic Resources
Relevance:
0.9720
by
Ayers, Michael B.
Call Number
371.2012 22
Publication Date
2009
Summary
Written as a field manual for "school CEOs" to facilitate understanding and operating a school as an organization, this book is designed for easy access within a unifying framework to enable flexible use for busy principals. Based on the Organizational Effectiveness Model, the manual offers a blend of background knowledge and practices that are immediately useful.
Format:
Electronic Resources
Relevance:
0.9644
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
Relevance:
0.9570
by
Copland, Michael A.
Call Number
371.200973 22
Publication Date
2006
Summary
What kind of leadership makes learning possible for all students? How can school leaders help teachers increase their knowledge and improve their instructional abilities? What actions should leaders take to ensure that learning occurs? In Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action, Michael A.
Format:
Electronic Resources
Relevance:
0.9490
by
Wong, Kenneth K., 1955-
Call Number
379.1530973 22
Publication Date
2007
Summary
In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states. The authors seek to answer four central questions: What does school governance.
Format:
Electronic Resources
Relevance:
0.9443
by
Hunt, Thomas C., 1930-2014.
Call Number
371.071273 21
Publication Date
2000
Format:
Electronic Resources
Relevance:
0.7911
by
Stecher, Brian M.
Call Number
379.158 22
Publication Date
2004
Summary
The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability.
Format:
Electronic Resources
Relevance:
0.7756
by
Murphy, Joseph, 1949-
Call Number
371.826942 22
Publication Date
2011
Summary
Outlines effective intervention programs and provides specific guidelines for teaching homeless students.
Format:
Electronic Resources
Relevance:
0.7491
by
Villa, Richard A., 1952-
Call Number
371.9046 22
Publication Date
2005
Summary
Annotation In this comprehensive resource on inclusive schooling, administrators, general and special educators, and parents explore how inclusive education can support a diverse student body at all grade levels. They show how schools can meet standards and provide a "least restrictive environment" for students with disabilities by using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. And they explain how to facilitate change by using universal design principles and other curricular, instructional, assessment, and organizational practices. The authors examine the prevailing myths and the most frequently asked questions about inclusive education, and they provide an extensive list of resources. Woven through the book are the personal stories of people with disabilities and the educators and parents who work with them. As their voices make clear, inclusion is more than an educational buzzword; inclusion is a way of life, based on the belief that each individual is valued and belongs. Richard A. Villa, Ed. D., has worked with thousands of teachers and administrators to develop and implement instructional support systems for educating all students within general education settings. Jacqueline S. Thousand, Ph. D., is a professor in the College of Education at California State University, San Marcos, where she coordinates the College's special education credential and masters programs.
Format:
Electronic Resources
Relevance:
0.7183
by
Jennings, Matthew.
Call Number
371.207 22
Publication Date
2007
Format:
Electronic Resources
Relevance:
0.6657
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