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| Author | : Marilyn Bizar |
| Publisher | : Routledge |
| Total Pages | : 293 |
| Release | : 2000-09 |
| Genre | : Education |
| ISBN | : 1135688125 |
Examines schools in Chicago, where the largest experiment in site-based management & accountability is being enacted. An analysis allows insights relevant beyond this single site & permits pursuit of an agenda concerned w/ educational leadership & reform
| Author | : Joseph F. Johnson, Jr. |
| Publisher | : Taylor & Francis |
| Total Pages | : 171 |
| Release | : 2017-02-03 |
| Genre | : Education |
| ISBN | : 1317412397 |
Leadership in America’s Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels of urban school leadership. Grounded in research, this volume reveals the multiple challenges that real urban elementary, middle, and high schools face as well as the catalysts for improvement. This insightful resource explores the critical leadership characteristics found in high-performing urban schools and gives leaders the tools to move their schools to higher levels of achievement for all students—but especially for those who are low-income, English-language learners, and from various racial and ethnic backgrounds. In shining a light on the essential qualities for exceptional leadership at all levels of urban schools, this book is a valuable guide for all educators and administrators to nurture, influence, support, and sustain excellence and equity at their schools.
| Author | : Larry Cuban |
| Publisher | : Teachers College Press |
| Total Pages | : 191 |
| Release | : 2014-04-15 |
| Genre | : Education |
| ISBN | : 0807774375 |
Drastic reform measures are being implemented in growing numbers of urban communities as the public’s patience has finally run out with perpetually nonperforming public schools. This authoritative and eye-opening volume examines governance changes in six cities during the 1990s, where either mayoral control of schools has occurred or where noneducators have been appointed to lead school districts. Featuring up-close, in-depth case studies of Philadelphia, Baltimore, Chicago, Boston, San Diego, and Seattle, this book explores the reasons why these cities chose to alter their traditional school governance structures and analyzes what happened when the reforms were implemented and whether or not teachers and students performed better because of them. “Provides useful perspectives on the complexities of educational change that is relevant to all kinds of school systems . . . of interest to elected officials, other policymakers, business leaders, and educators.” —Richard W. Riley, Former U.S. Secretary of Education “A ‘must-read’ for policymakers intent on improving the academic performance of children in America’s urban centers . . . offers important insight and an excellent overview of the reforms being tested in the six urban centers.” —Ted Sanders, President, Education Commission of the States “Every urban political official, indeed, every governor, business leader, and state legislator should study the urban school reforms described in this book” —James B. Hunt, Jr., Former Governor of North Carolina and Chairman, James B. Hunt Jr. Institute for Educational Leadership and Policy “A ‘must-read’ for educators. This book clearly defines what it takes to make significant changes in urban districts” —Floretta McKenzie, Former Superintendent, District of Columbia Public Schools
| Author | : Paul T. Hill |
| Publisher | : Brookings Institution Press |
| Total Pages | : 228 |
| Release | : 2001-09-19 |
| Genre | : Education |
| ISBN | : 9780815723554 |
Mayoral takeovers of big city public education systems are desperation measures. After decades of decline in school quality, something must be done to make sure city children learn enough to function as adults in American society. But how can city leaders make a real difference? This book, a sequel to Fixing Urban Schools (Brookings, 1998), is a practical guide for mayors, civic leaders, school board members, and involved citizens. Based on case studies of city reform initiatives in Boston, Memphis, New York City District #2, San Antonio, San Francisco, and Seattle, the book provides practical guidance on how to formulate a plan bold enough to work and how to deal with political opposition to change. It concludes that mayors and private sector leaders must stay engaged in education reform by creating new public-private institutions to support high quality schools.
| Author | : Christopher Day |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 203 |
| Release | : 2007-05-05 |
| Genre | : Education |
| ISBN | : 1402055161 |
This book contributes significantly to our understanding of successful school leaders by describing similarities and differences in the work of such leaders in countries ranging from England to Australia, the United States to Norway, and Sweden to Hong Kong. Bringing together case study research, the book helps explain what all successful principals do and the ways in which context shapes some of their work.
| Author | : Joseph Murphy |
| Publisher | : Corwin Press |
| Total Pages | : 304 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 0761978461 |
The process of understanding a text from the narrator s point of view is crucial for the tasks of interpreting and translating the Bible. If the translator s understanding of a narrative from the narrator s point of view is erroneous, then the whole process of translating the message into another language may also fall into error. This poses Bible translators a difficult challenge: How can we understand the narrator s point of view of the biblical stories which are culturally, geographically, and historically remote from our own? Understanding a text from the narrator s point of view must precede the translation process. In this work Hankore presents an argument for the intended utterance of Genesis 28:10 35:15 before proposing in brief how to translate it. By following this process, Hankore shows that a correct understanding of the concept of the ancient Israelite vow in the framework of a social institution is fundamental to reading and translating Genesis 28:10 35:15, and goes on to show how this same votive framework assist an explanation of the relevance of Genesis 34 to the Jacob story.
| Author | : Joseph W. Check |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 239 |
| Release | : 2002-10-30 |
| Genre | : Education |
| ISBN | : 0313012814 |
Politics, language, and culture are three of the most powerful forces affecting education today, yet they have been little discussed in relation to systemic school reform, the new status quo of urban schools. This book looks at their effects through the eyes of teachers, administrators, and insider/outsiders who are actually living reform at the school level in four widely different urban school systems: Chicago, San Francisco and Oakland, California, and Boston. The book also creates a statistical and conceptual picture of urban education and school reform as national phenomena with deep historical roots, and offers a composite case study of an urban elementary school undergoing reform. The author argues that urban school reform is failing becasue its basic strategy is misguided and because reform thinking has consciously ignored three essential sources of knowledge about school change. Strategically, efforts for reform have relied heavily on the widespread replication of nationally promoted exemplary programs. This approach assumes that local schools lack the knowledge and will to solve their own problems and require prescriptive intervention from national models. In fact, the exemplary programs approach has yielded very limited success. What is needed instead is the creation and long-term support of unique, local exemplary contexts that combine best-practice approaches with local knowledge, conditions, and resources.
| Author | : Frederick M. Hess |
| Publisher | : Harvard Education Press |
| Total Pages | : 256 |
| Release | : 2013-02-01 |
| Genre | : Education |
| ISBN | : 1612505082 |
A practical and entertaining volume, Cage-Busting Leadership will be of profound interest and value to school and district leaders—and to everyone with a stake in school improvement. Rick Hess aptly describes his aims at the start of this provocative book: "I believe that two things are true. It is true, as would-be reformers often argue, that statutes, policies, rules, regulations, contracts, and case law make it tougher than it should be for school and system leaders to drive improvement and, well, lead. However, it is also the case that leaders have far more freedom to transform, reimagine, and invigorate teaching, learning, and schooling than is widely believed.” In his travels across the country, Rick Hess has met school and system leaders who have shared stories about evading, blasting through, or reshaping unnecessary and counterproductive constraints. Drawing on these stories, and with his sharp eye, Hess shows current and aspiring leaders how they can cultivate and sustain powerful cultures of teaching and learning.
| Author | : Muhammad Khalifa |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 701 |
| Release | : 2015-06-01 |
| Genre | : Education |
| ISBN | : 1442220856 |
This authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. The handbook’s ten sections cover topics as diverse as curriculum, instruction, and educational outcomes; gender, race, and class; higher education; and leadership preparation and support. Its twenty-nine chapters offer both American and international perspectives.
| Author | : Suzanne Weiss |
| Publisher | : |
| Total Pages | : 6 |
| Release | : 2005 |
| Genre | : |
| ISBN | : |
In education, as in all organizational sectors, the issue of capable leadership--what it looks like, why it matters, and how to develop and sustain it--is a source of widening interest and concern. For the CEO of a Fortune 500 company, the principal of an inner-city high school or the superintendent of a small rural district, the challenge is the same: to set a clear direction; to galvanize effort around ambitious goals; and to see that the right processes, resources and conditions are in place to help people achieve those goals. It is a tall order for any executive or manager, and even more so in the education system, where those in charge are saddled with enormous and growing burdens, including insufficient budgets; bureaucratic inertia; political conflicts; and a torrent of local, state and federal mandates. Burnout and turnover are high, and more schools and districts are finding it difficult to fill leadership positions. The problem is expected to get worse within the next 5-10 years--particularly in urban and rural areas--because of the large number of teachers and administrators approaching retirement age. At the same time, a growing body of evidence points to leadership capacity as a make-or-break factor for schools and districts under steadily increasing pressure to adapt, innovate and improve. More and more, the lack of a systematic approach to recruiting, developing and retaining talented leaders--at all levels of the education system--is shaping up as a major impediment to large-scale reform. This edition of "The Progress of Education Reform" summarizes several reports and studies that provide a quick introduction to the issue of school leadership, including: (1) How--and the extent to which--the work of principals and superintendents affects student learning and school quality; (2) The utility and effectiveness of existing professional standards for school leaders; and (3) The emergence of new ideas about the nature, structure and responsibilities of school leadership. [This issue of "The Progress of Education Reform" was made possible by a grant from the GE Foundation.].
