Bøger i The 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.

Presents the story of Rosemont, an urban district in California that created "professional accountability" with peer assistance and review, an alternative approach to teacher evaluation in which expert teachers evaluate their teacher peers. It challenges a number of long-held beliefs and practices in education to achieve very different teacher evaluation outcomes.

Provides educators everywhere with practical ideas for improving teaching and learning. This updated second edition includes completely new sections on the promise of teacher leadership, the strengths and perils of technology, and schools in the midst of change. It is an indispensable and timely resource for all educators who seek to transform schools into places of learning and joy.

New teachers need support from their peers and mentors to locate resources, information, new ideas, emotional support, and inspiration. This timely book explains the research and theory behind social networks (face-to-face and online), describes what effective social networking for educators looks like, reveals common obstacles that new teachers face in establishing support networks, and offers valuable practical advice. The author follows the stories of four first-year teachers, illustrating the significant impact that social support networks can have on teachers' lives and challenging common misconceptions of professional support. This book offers action guides to help teachers become ''intentional networkers,'' including a companion website with tools for networking and collaboration. This is a must-have resource for pre- and in-service teachers.

Featuring 'images of possibility' from an urban school, this book describes effective, child-centered teaching in pre-K through fifth grade. It contains images which are analyzed for the educational decisions that take place to make the experience effective, including the planning involved, the classroom environment and routines that support it.

In this volume, ten teachers write about time-related frustrations growing out of school reform efforts and how the problems were (or were not) resolved. Each case includes a commentary prepared by school representatives (principals, other teachers) and is preceded by a contextual description.

Explores what research and practice have to tell us about how such communities grow and develop, and how to negotiate the inherent tension between improving competence and building community.

Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.