Making School Reform Work Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Making School Reform Work book. This book definitely worth reading, it is an incredibly well-written.
"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.
Revisiting “The Culture of the School and the Problem of Change” provocatively and seamlessly joins Seymour Sarason’s classic, landmark text on school change with his own insightful re?ections on those same issues in the face of today’s crisis in public schools. This is an extensive, monograph–length revisiting. Part I of this book reproduces the second edition of Sarason’s ground–breaking work, The Culture of the School and the Problem of Change, in which he detailed how change can affect a school’s culturally diverse environment—either through the implementation of new programs or as a result of federally imposed regulations. Throughout, many of the major assumptions about change in institutions are challenged. Speci?c events and examples demonstrate that any attempt to implement change involves some existing regularity within the school. Dr. Sarason also takes a close look at government involvement in change efforts in schooling—and includes a detailed examination of current efforts to implement PL 94–142 into public schools. He presents compelling evidence that the federal effort to change and improve schools has largely been a failure. Also included are investigations into the purposes of schooling and how these purposes can be affected by change, and the process by which educators and administrators formulate intended outcomes of change efforts. In Part II, Dr. Sarason “revisits” the text and the issues 25 years after the original publication. As he explains in his preface, to him the word crisis means “a point in time when a dangerous situation contains con?icting forces of an intensity or seriousness that in the near term will be dramatically altered depending on which forces win out. When I wrote the book a quarter century ago, I did not regard our schools as in crisis...[though] my intuition . . . was that a crisis would come sooner or later. It has, in my opinion, come.” Believing that “what happens in our cities and our schools will determine the fate of our society,” Dr. Sarason is deeply concerned that the reform arena is being manipulated by forces that are at best untroubled by and at worst intent on the dismantling of the public school system. That, coupled with his fear that even the system’s defenders are not focusing on the real issues, has infused Dr. Sarason’s return to the topic of educational change with a great sense of urgency. The important things he has to say will be welcomed by all who truly care about the state of the public schools that America’s children attend.
Bringing change to our public school system is hard, and the current system of education governance creates barriers that can make that reform even harder. Here six authorities in public education discuss how local philanthropies can overcome them even if school districts cannot. Making School Reform Work identifies new institutions that can be created by foundations and civic groups to remedy deficiencies in local school governance, formulate bold reforms, and guarantee implementation. These institutions include incubators for starting new schools, independent data analysis centers, public-private partnerships for recruitment and training of school leaders, and new ways of funding and managing school facilities. The contributors are Sarah Brooks (Carleton College), Michael DeArmond (University of Washington), Marguerite Roza (University of Washington), and Abigail Winger (Milwaukee consultant).
Policy-Making for Education Reform in Developing Countries aims at helping policymakers in developing countries better understand the processes and strategies for education reform, and the policy options available to them. This text focuses on the content of reform-options and strategies for achieving educational improvement at different levels of the system, e.g., primary, secondary, tertiary; for different sub-sectors, e.g., management, teachers; and for different purposes with which education systems are tasked, e.g., reaching peripheral groups of students, linking youth and employment. A holistic approach is increasingly recognized as essential to realizing the promises of education for the development of social and human capital-innovation in a global economy, sustained economic growth, social harmony and greater civic participation, decreased achievement gaps, and increased equity.
Here at last is a book with a vision - not of what's wrong in American schools or what should be done to improve them - but about what is actually being accomplished right now in schools across the country that are committed to teaching all children. This is a book about what works... and about the positive changes that take place when everyone involved in children's education joins ranks to create schools committed to teaching so that children learn. It is an important book - providing both a roadmap and a source of inspiration for parents, teachers, school administrators, Boards of Education, and those who care about children and their education. The success stories recounted here are amazing - test scores that catapult the performance of a school district from the bottom of the barrel to well above average performance in just a few years... schools once plagued by vandalism and disorderly students now beehives of educational activity and enthusiasm... parents who have become involved because they appreciate the welcoming atmosphere of their children's school. The Effective School movement began with an article published by Ron Edmonds in 1979 and has spread to dozens of motivated school systems throughout the U.S. The core of the program is seven "correlates" - guiding principles that underlie the Effective Schools improvement process. At the heart of this philosophy is the conviction that all children, regardless of race, socioeconomic status, or gender, can learn... and the commitment to creating schools that challenge and nurture and get results. What kind of community can create this kind of school? Any community that has the will to make the necessary changes, say educators whohave succeeded. Although the changes aren't always easy, the results are undeniable. There are shining examples of effective schools across the country, from the Spanish Harlem area of New York City... to the schools of Junction City, Kansas, with its many mobile children of the military... the suburban schools of Frederick County Maryland... and the once-neglected Hollibrook Elementary School in Spring Branch, Texas. The stories of schools and school systems that have implemented an Effective Schools program are told here in the participant's own words. To this account, the authors interviewed over 450 people - teachers, parents, administrators, psychologists, government officials, and scores of others - and visited dozens of schools across the country - urban, suburban, and rural. The result is a book that shows exactly what's involved in initiating, implementing, and making educational reform work.
The prize-winning PBS correspondent's provocative antidote to America's misguided approaches to K-12 school reform During an illustrious four-decade career at NPR and PBS, John Merrow—winner of the George Polk Award, the Peabody Award, and the McGraw Prize—reported from every state in the union, as well as from dozens of countries, on everything from the rise of district-wide cheating scandals and the corporate greed driving an ADD epidemic to teacher-training controversies and America's obsession with standardized testing. Along the way, he taught in a high school, at a historically black college, and at a federal penitentiary. Now, the revered education correspondent of PBS NewsHour distills his best thinking on education into a twelve-step approach to fixing a K–12 system that Merrow describes as being "addicted to reform" but unwilling to address the real issue: American public schools are ill-equipped to prepare young people for the challenges of the twenty-first century. This insightful book looks at how to turn digital natives into digital citizens and why it should be harder to become a teacher but easier to be one. Merrow offers smart, essential chapters—including "Measure What Matters," and "Embrace Teachers"—that reflect his countless hours spent covering classrooms as well as corridors of power. His signature candid style of reportage comes to life as he shares lively anecdotes, schoolyard tales, and memories that are at once instructive and endearing. Addicted to Reform is written with the kind of passionate concern that could come only from a lifetime devoted to the people and places that constitute the foundation of our nation. It is a "big book" that forms an astute and urgent blueprint for providing a quality education to every American child.
Schlechty shows both educators and parents how to envision reform and design quality educational systems. He explains how the visioning process must be rooted in real shared beliefs, how mission statements must unpack visions into concrete goals that are connected to action, and how the results of reform can be usefully assessed. Drawing on the author's vast experience in the day-to-day work of implementing school reform, Inventing Better Schools offers new approaches for setting standards and ensuring accountability--and includes samples of actual mission statements and strategic plans of successful school districts.
Public education in the United States does not fulfill either the educational needs or the social needs of children. Its deficiencies have serious negative consequences in our political system, our economy, and within our social and cultural affairs. We must seek to improve education through research, policy analysis, and the development of alternatives to existing policies and practices. Educational reform should include promoting greater parental choice in education, a competitive educational industry, and other policies that address the problems of both public and private schools. The ultimate goal is improved student achievement, especially in our nation's cities, where large numbers of students, are not reaching the levels of achievement they need in order to live successful lives as adults. This book explores some of the unique characteristics of school reform and focuses on the role of poverty in reform, including the negative effects of low-income neighborhoods on the youth who reside there, concluding that reducing poverty can lead to more positive academic behavior and success. Reform Can Make a Difference enables readers to look at different reform programs that are available for schools and determine which model, if any, will fit their needs. The book assists schools in designing their own reform model that will help address issues students and families have with public schools.