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Author: Paul Clarke Publisher: Bloomsbury Publishing ISBN: 1441164065 Category : Education Languages : en Pages : 205
Book Description
For the last few years there has been wave after wave of reform aimed at improving a lot of the schools struggling at the bottom of the ladder of performance, and despite what can be interpreted as best intentions, the problem persists. As a social problem it draws down significant sums of public money, it exercises many talented people, and yet, time after time we find that three, four, maybe five years down the road after extended efforts the impact of the work diffuses and the challenges remain, doggedly evident in people's daily lives. It suggests that perhaps something is wrong in our interpretation, in our analysis, in our approach and our consequent measure of effect of our activity with difficult schools. Improving Schools in Difficulty is structured around two parts, part one examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process of supporting schools in difficulty.
Author: Paul Clarke Publisher: Bloomsbury Publishing ISBN: 1441164065 Category : Education Languages : en Pages : 205
Book Description
For the last few years there has been wave after wave of reform aimed at improving a lot of the schools struggling at the bottom of the ladder of performance, and despite what can be interpreted as best intentions, the problem persists. As a social problem it draws down significant sums of public money, it exercises many talented people, and yet, time after time we find that three, four, maybe five years down the road after extended efforts the impact of the work diffuses and the challenges remain, doggedly evident in people's daily lives. It suggests that perhaps something is wrong in our interpretation, in our analysis, in our approach and our consequent measure of effect of our activity with difficult schools. Improving Schools in Difficulty is structured around two parts, part one examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process of supporting schools in difficulty.
Author: Howard S. Adelman Publisher: Simon and Schuster ISBN: 1510701028 Category : Education Languages : en Pages : 338
Book Description
For many children, schools are the main or only providers of mental health services. In this visionary and comprehensive book, two nationally known experts describe a new approach to school-based mental health—one that better serves students, maximizes resources, and promotes academic performance. The authors describe how educators can effectively coordinate internal and external resources to support a healthy school environment and help at-risk students overcome barriers to learning. School leaders, psychologists, counselors, and policy makers will find essential guidance, including: • An overview of the history and current state of school mental health programs, discussing major issues confronting the field • Strategies for effective school-based initiatives, including addressing behavior issues, introducing classroom-based activities, and coordinating with community resources • A call to action for higher-quality mental health programming across public schools—including how collaboration, research, and advocacy can make a difference Gain the knowledge you need to develop or improve your school's mental health program to better serve both the academic and mental health needs of your students!
Author: James P. Comer Publisher: Plume Books ISBN: 9780452276468 Category : Education Languages : en Pages : 272
Book Description
It is the thesis of this provocative book that the deteriorating state of America's public school system is actually a reflection of the problems in our culture and society. In "Waiting For A Miracle," James P. Comer M.D., Maurice Falk Professor of Child Psychiatry at the Yale University Child Study Center and the author of Maggie's American Dream, and co-author of Raising Black Children, outlines the cause of these afflictions and presents an inspiring paradigm for a new way of thinking and acting with regard to children and family.At the root of the problem, he states, is a social failure to make a commitment to families, and to community and child development.Using many examples from his personal experience of growing up poor, and from more than thirty years of community involvement, Comer argues that schools can be the most important instrument of change in a society. He spells out how private, public and non-profit sectors can collaborate to enable children, families, and communities to survive and thrive.
Author: Anthony S. Bryk Publisher: Harvard Education Press ISBN: 161250793X Category : Education Languages : en Pages : 309
Book Description
As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
Author: Wayne K. Hoy Publisher: IAP ISBN: 1607526514 Category : Education Languages : en Pages : 288
Book Description
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This book is organized around two broad concepts—leadership and culture, which have important implications for improving schools. The book begins with an analysis of the saliency of trust in the culture of schools. In the first chapter, Patrick Forsythís review of the consequences of school trust sets the tone for seeking and developing school cultures that enhance high academic performance of students. The investigation of school trust is traced over several decades at four research universities as scholars at each institution conceptualized, refined, and examined the consequences of school trust. It seems fair to conclude that a school culture that is anchored in values and norms of faculty trusting students and parents facilitates high academic achievement and positive outcomes.
Author: Rick Mintrop Publisher: Harvard Education Press ISBN: 1612509045 Category : Education Languages : en Pages : 377
Book Description
At the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions. This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school; Michelle, an elementary school principal who wants to address achievement gaps; Eric, an assistant superintendent who wants to improve the quality of principals’ instructional feedback to teachers; and Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems. Design-Based School Improvement also includes a series of “excursions into theory” that discuss the research basis for design-based improvement. The author—a leading thinker about policy implementation and school reform—shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools.
Author: Thomas Hatch Publisher: Corwin Press ISBN: 1071838504 Category : Education Languages : en Pages : 181
Book Description
Improve Schools and Transform Education In order for educational systems to change, we must reevaluate deep-seated beliefs about learning, teaching, schooling, and race that perpetuate inequitable opportunities and outcomes. Hatch, Corson, and Gerth van den Berg challenge the narrative when it comes to the "grammar of schooling"--or the conventional structures, practices, and beliefs that define educational experiences for so many children—to cast a new vision of what school could be. The book addresses current systemic problems and solutions as it: Highlights global examples of successful school change Describes strategies that improve educational opportunities and performance Explores promising approaches in developing new learning opportunities Outlines conditions for supporting wide-scale educational improvement This provocative book approaches education reform by highlighting what works, while also demonstrating what can be accomplished if we redefine conventional schools. We can make the schools we have more efficient, more effective, and more equitable, all while creating powerful opportunities to support all aspects of students’ development. "You won’t find a better book on system change in education than this one. We learn why schools don’t change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. Above all, The Education We Need renders complexity into clarity as the writing is so clear and compelling. A powerful read on a topic of utmost importance." ~Michael Fullan, Professor Emeritus, OISE/Universtiy of Toronto "I cannot recommend this book highly enough – Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students." ~Carol Campbell, Associate Professor, Ontario Institute for Studies in Education, University of Toronto
Author: Alma Harris Publisher: Routledge ISBN: 1134232365 Category : Education Languages : en Pages : 354
Book Description
School improvement has become a dominant feature of educational reform in many countries. The pressure upon schools to improve performance has resulted in a wide-range of improvement programmes and initiatives which can provide both inspiration and advice to everyone involved in school improvement. This book draws together the most effective school improvement projects from around the world in one comprehensive text, including detailed comparative analysis of a wide variety of initiatives. Drawing on examples from the UK, the USA, Canada, South Africa and Australia this book gives both an international snapshot and a coherent synthesis of initiatives that have given achievable results.
Author: MacBeath, John Publisher: McGraw-Hill Education (UK) ISBN: 0335206875 Category : Education Languages : en Pages : 242
Book Description
This work sets out to answer questions such as, what have we learned after three decades of research into school effectiveness? What can we say with confidence about how schools improve? It reviews findings from seminal international work.
Author: Paul Clarke
Author: Paul Clarke
Author: Howard S. Adelman
Author: James P. Comer
Author: Anthony S. Bryk
Author: Wayne K. Hoy
Author: Rick Mintrop
Author: Thomas Hatch
Author: Alma Harris
Author: MacBeath, John
Author: Roland S. Barth