Creating Great Schools PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Creating Great Schools PDF full book. Access full book title Creating Great Schools by Phillip C. Schlechty. Download full books in PDF and EPUB format.
Author: Phillip C. Schlechty
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 296
Get Book
Book Description
Helping educational leaders sustain continuous innovation and improvement in schools, this text presents a framework for understanding the norms, behaviours and structures that make school systems so intractable to change.
Author: Phillip C. Schlechty
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 296
Get Book
Book Description
Helping educational leaders sustain continuous innovation and improvement in schools, this text presents a framework for understanding the norms, behaviours and structures that make school systems so intractable to change.
Author: Robert Bollen
Publisher: Routledge
ISBN: 1134792298
Category : Education
Languages : en
Pages : 170
Get Book
Book Description
The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way. Existing knowledge about the characteristics of `good' schools is outlined, together with the knowledge base about how to `make schools good schools'. The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.
Author: David Hudson
Publisher: Routledge
ISBN: 1135226881
Category : Education
Languages : en
Pages : 139
Get Book
Book Description
'Good schools think with people and not to people' argues David Hudson in this thought-provoking practical guide for those wanting to bridge the gap between middle and senior management roles, and make a difference in their schools. Accessibly and engagingly written and packed with real-life examples, this book will prove essential reading for ambitious teachers and deputy heads everywhere. Whilst many management books tend to overcomplicate David writes with refreshing clarity and simplicity of thought. He sets out to inspire his readers to improve their practice and offers tried and tested strategies and solutions. Good teachers, good schools is a must have read for anyone interested in a senior school leadership role and for those leaders keen to improve their leadership style. The book covers every aspect of school leadership, from the decisions senior school leaders need to make such as running meetings, staffing and communication with staff and pupils to the difference between management and leadership and curriculum involvement including monitoring evaluation and self-evaluation. David Hudson encapsulates many principles that have made him a successful school leader. David Hudson has been teaching in secondary schools since 1973 and he has had a wide range of leadership and management roles including that of Head Teacher in two 11 – 18 schools.
Author: William G. Ouchi
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 314
Get Book
Book Description
"This program has produced significant, lasting improvements in the school districts where it has already been implemented. Drawing on the results of a landmark study of 223 schools in six cities, a project that Ouchi supervised and that was funded in part by the National Science Foundation, Making Schools Work shows that a school's educational performance may be most directly affected by how the school is managed."--BOOK JACKET.
Author: James Tooley
Publisher: Independent Institute
ISBN: 1598133403
Category : Business & Economics
Languages : en
Pages : 497
Get Book
Book Description
"James Tooley has taken his argument about the transformative power of low-cost private education to a new and revelatory level in Really Good Schools. This is a bold and inspiring manifesto for a global revolution in education." —Niall C. Ferguson, Milbank Family Senior Fellow, Hoover Institution, Stanford University Almost overnight a virus has brought into question America's nearly 200-year-old government-run K-12 school-system—and prompted an urgent search for alternatives. But where should we turn to find them? Enter James Tooley's Really Good Schools. A distinguished scholar of education and the world's foremost expert on private, low-cost innovative education, Tooley takes readers to some of the world's most impoverished communities located in some of the world's most dangerous places—including such war-torn countries as Sierra Leone, Liberia, and South Sudan. And there, in places where education "experts" fear to tread, Tooley finds thriving private schools that government, multinational NGOs, and even international charity officials deny exist. Why? Because the very existence of low-cost, high-quality private schools shatters the prevailing myth in the U.S., U.K., and western Europe that, absent government, affordable, high-quality schools for the poor could not exist. But they do. And they are ubiquitous and in high demand. Founded by unheralded, local educational entrepreneurs, these schools are proving that self-organized education is not just possible but flourishing—often enrolling far more students than "free" government schools do at prices within reach of even the most impoverished families. In the course of his analysis Tooley asks the key questions: ¦ What proportion of poor children is served? ¦ How good are the private schools? ¦ What are the business models for these schools? ¦ And can they be replicated and improved? The evidence is in. In poor urban and rural areas around the world, children in low-cost private schools outperform those in government schools. And the schools do so for a fraction of the per-pupil cost. Thanks to the pandemic, parents in America and Europe are discovering that the education of their children is indeed possible—and likely far better—without government meddling with rigid seat-time mandates, outdated school calendars, absurd age-driven grade levels, and worse testing regimes. And having experienced the first fruits of educational freedom, parents will be increasingly open to the possibilities of ever greater educational entrepreneurship and innovation. Thankfully, they have Really Good Schools to show the way.
Author: Alfie Kohn
Publisher: Houghton Mifflin Harcourt
ISBN: 9780618083459
Category : Education
Languages : en
Pages : 356
Get Book
Book Description
Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
Author: Sandra Christenson
Publisher: Guilford Press
ISBN: 9781572306547
Category : Education
Languages : en
Pages : 264
Get Book
Book Description
"This is a resource for school-based practitioners, including psychologists, counselors, social workers, and special education consultants; clinical child psychologists; inservice and preservice teaches; and school administrators. It will serve as a text in courses on school consultation, building home-school partnerships, parent counseling, and parent education."--BOOK JACKET.
Author: Sir Cyril Taylor
Publisher: Routledge
ISBN: 1135396922
Category : Education
Languages : en
Pages : 300
Get Book
Book Description
A thorough examination of the characteristics of a high- performing school, written by Sir Cyril Taylor (Chairman of the Specialist Schools Trust) and Conor Ryan (senior adviser to Tony Blair on Education).
Author: Chris Lehmann
Publisher: John Wiley & Sons
ISBN: 1118222679
Category : Education
Languages : en
Pages : 304
Get Book
Book Description
Ninety-five propositions for creating more relevant, more caring schools There is a growing desire to reexamine education and learning. Educators use the phrase "school 2.0" to think about what schools will look like in the future. Moving beyond a basic examination of using technology for classroom instruction, Building School 2.0: How to Create the Schools We Need is a larger discussion of how education, learning, and our physical school spaces can—and should—change because of the changing nature of our lives brought on by these technologies. Well known for their work in creating Science Leadership Academy (SLA), a technology-rich, collaborative, learner-centric school in Philadelphia, founding principal Chris Lehmann and former SLA teacher Zac Chase are uniquely qualified to write about changing how we educate. The best strategies, they contend, enable networked learning that allows research, creativity, communication, and collaboration to help prepare students to be functional citizens within a modern society. Their model includes discussions of the following key concepts: Technology must be ubiquitous, necessary, and invisible Classrooms must be learner-centric and use backwards design principles Good technology can be better than new technology Teachers must serve as mentors and bring real-world experiences to students Each section of Building School 2.0 presents a thesis designed to help educators and administrators to examine specific practices in their schools, and to then take their conclusions from theory to practice. Collectively, the theses represent a new vision of school, built off of the best of what has come before us, but with an eye toward a future we cannot fully imagine.
Author: Denise Clark Pope
Publisher: Yale University Press
ISBN: 0300130589
Category : Education
Languages : en
Pages : 230
Get Book
Book Description
This book offers a highly revealing and troubling view of today's high school students and the ways they pursue high grades and success. Denise Pope, veteran teacher and curriculum expert, follows five motivated and successful students through a school year, closely shadowing them and engaging them in lengthy reflections on their school experiences. What emerges is a double-sided picture of school success. On the one hand, these students work hard in school, participate in extracurricular activities, serve their communities, earn awards and honours, and appear to uphold school values. But on the other hand, they feel that in order to get ahead they must compromise their values and manipulate the system by scheming, lying, and cheating. In short, they do school, that is, they are not really engaged with learning nor can they commit to such values as integrity and community. The words and actions of these five students - two boys and three girls from diverse ethnic and socioeconomic backgrounds - underscore the frustrations of being caught in a grade trap that pins future success to high grades and test scores. Their stories raise critical questions that are too important for parents, educators, and community leaders to ignore. Are schools cultivating an environment that promotes intellectual curiosity, cooperation, and integrity? Or are they fostering anxiety, deception, and hostility? Do today's schools inadvertently impede the very values they claim to embrace? Is the success that current assessment practices measure the kind of success we want for our children?
