Bøger i Series on School Reform serien

This text provides a portrait of change within the unique context of the elementary school while suggesting issues and complexities inherent in any significant institutional change. It focuses on issues surrounding curriculum, decision-making, the roles of teacher and parent, and school culture.

Provides teachers and administrators with strategies and resources for working together to examine and discuss student work, such as science projects, essays, art work, math problems, and more. This book describes three structured conversations, or protocols: the Collaborative Assessment Conference, the Tuning Protocol, and the Consultancy.

This work shows what actually happens when school reform encounters a high-poverty, linguistically diverse school, that is, when policy ambitions collide with school realities.

This collection features original essays from international superstars in the field of educational change. Each think piece draws on the latest knowledge from research, policy, and practice to provide important insights for creating systemic, meaningful reform. The authors directly address contemporary challenges, misconceptions, and failed strategies, while also offering solutions, ideas, and guiding questions for examination. Unique in its breadth of ideas and diversity of voices, Leading Educational Change is must-reading for education decision makers on all levels, frontline practitioners, and everyone involved with children and adolescent learning. Together with the online companion Instructors Guide, this is also a perfect text for educational leadership and policy courses.

How effective is whole-school high school reform, such as the Schools-Within-Schools (SWS) model? What benefits does it have for students and in which areas does it fall short? This book seeks to answer these questions through the stories of five public high schools that have embraced the SWS method.

The majority of states have charter school legislation, but too many charter schools could fail unless school reformers consider the pitfalls in creating new settings. This text provides a conceptual ""road map"" for educators and legislators to prepare and overcome predictable problems.

Literature on school reform tends to concentrate on the initiation and implementation of reform. This work seeks to provide change agents, policy makers, and students of educational change with advice on the sustaining of change and the scaling up of change to more systemic reform.

This text examines the everyday political behaviour of elementary school teachers when working together to implement improvement policy and curriculum decisions. It shows how the choices teachers make effect the succes or failure of reform initiatives.

This volume invites readers to look at professional development schools (PDS) through three lenses: policy, politics and practice. Chapter authors describe how PDS participants have changed both the kind of work they do and the ways in which they work.

The authors of this text are active participants in one of the most successful school/university collaborations in the US, between the Louis Armstrong Middle School and the City University of New York. This book follows the upheavals and successes of the collaboration in its day-to-day existence.

This work presents three case studies of teachers implementing authentic assessment. It reveals how teachers address policy issues as they put portfolios into practice, as well as how they respond to the particular needs of their students and of their own values.

In this text Professor Sarason has responded to the request to track the evaluation of his ideas about school change by selecting papers and excerpts from his books that illustrate where his ideas come from. Introductions are provided for each selection.