The most beneficial school improvements are the ones that last. This book offers strategies for sustaining improvement by creating a shared vision, distributing leadership, and celebrating gains.
The most beneficial school improvements are the ones that last. This book offers strategies for sustaining improvement by creating a shared vision, distributing leadership, and celebrating gains.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Melissa Evans-Andris is an associate professor of sociology at the University of Louisville, Kentucky. Her interests include the sociology of education, work and occupations, and qualitative research methodologies particularly as they relate to schools and teaching. Her research focuses on school reform, sustainability of school improvement, and teacher quality. She authored a book in 1996 entitled An Apple for the Teacher: Computers and Work in Elementary Schools. Most recently she directed two research efforts, including a federal study entitled "Comprehensive School Reform, Educational Dynamics, and Achievement in Kentucky Middle Schools" and a state project entitled "A Research Study of the Kentucky Teacher Internship Program Pilot Project" that tracked the experiences of new teacher-interns during their first three years on the job. She is active in local and statewide discussion forums related to improvement in Kentucky schools. She received her PhD in sociology at Indiana University in 1991.
Inhaltsangabe
List of Tables and Figures Acknowledgments About the Author Introduction Comprehensive School Reform Purpose and Focus of the Book Researching Reform Sustainability in Schools Organization of the Book 1. Sustaining Change in Schools Two Decades of Reform Policies Sustaining Reform Organizational Capacity and Sustaining Change in Schools Toward a Model of Sustainability 2. Setting the Stage for School Reform School Reform and State Infrastructure Opportunity for Improvement Through Comprehensive School Reform Discussion of the State Context for School Reform 3. Supporting Change in Schools Waterton County Burkett County District Support for Sustaining Change in Other Schools Discussion of District Support for Sustaining Reform 4. Promoting Distributed Leadership Leadership for Change Distributed Leadership in Tipton Middle School Developing Distributed Leadership in Greely Elementary School Principal Leadership for Reform Reform Facilitation Negotiation of Tasks and Responsibilities Preparing to Sustain School Reform Leadership and the Challenge of Change in Other Schools Discussion of Distributed Leadership and Sustaining Reform 5. Gaining Teacher Commitment Control of Teachers Versus Workplace Autonomy Forestview Middle School Littleton Middle School Teacher Commitment to Reform Teacher Commitment in Other Schools Lack of Teacher Commitment to Reform in Other Schools Discussion of Teacher Commitment and Sustaining Reform 6. Celebrating Gains Comprehensive School Reform and School Performance Tangible Resources and Supplies Contributions to School Culture Spillover Effects From the Grant Experience Discussion of the Effects of Reform and Sustainability 7. Changing for Good Sustaining Comprehensive School Reform Sustainability With Funding Commitment to Sustainability Without Funding Sustained Momentum for Improvement and Innovation No Sustainability Discussion of Patterns of Reform Sustainability 8. Reforming Reform Patterns of Sustainability A Model for Sustaining Change What Happened to CSR? Recommendations for Educators Resource: Methodology Design of the Study Research Questions Selection of Schools Data Collection Methods Reliability and Verification Data Analysis Ethical Considerations References Index
List of Tables and Figures Acknowledgments About the Author Introduction Comprehensive School Reform Purpose and Focus of the Book Researching Reform Sustainability in Schools Organization of the Book 1. Sustaining Change in Schools Two Decades of Reform Policies Sustaining Reform Organizational Capacity and Sustaining Change in Schools Toward a Model of Sustainability 2. Setting the Stage for School Reform School Reform and State Infrastructure Opportunity for Improvement Through Comprehensive School Reform Discussion of the State Context for School Reform 3. Supporting Change in Schools Waterton County Burkett County District Support for Sustaining Change in Other Schools Discussion of District Support for Sustaining Reform 4. Promoting Distributed Leadership Leadership for Change Distributed Leadership in Tipton Middle School Developing Distributed Leadership in Greely Elementary School Principal Leadership for Reform Reform Facilitation Negotiation of Tasks and Responsibilities Preparing to Sustain School Reform Leadership and the Challenge of Change in Other Schools Discussion of Distributed Leadership and Sustaining Reform 5. Gaining Teacher Commitment Control of Teachers Versus Workplace Autonomy Forestview Middle School Littleton Middle School Teacher Commitment to Reform Teacher Commitment in Other Schools Lack of Teacher Commitment to Reform in Other Schools Discussion of Teacher Commitment and Sustaining Reform 6. Celebrating Gains Comprehensive School Reform and School Performance Tangible Resources and Supplies Contributions to School Culture Spillover Effects From the Grant Experience Discussion of the Effects of Reform and Sustainability 7. Changing for Good Sustaining Comprehensive School Reform Sustainability With Funding Commitment to Sustainability Without Funding Sustained Momentum for Improvement and Innovation No Sustainability Discussion of Patterns of Reform Sustainability 8. Reforming Reform Patterns of Sustainability A Model for Sustaining Change What Happened to CSR? Recommendations for Educators Resource: Methodology Design of the Study Research Questions Selection of Schools Data Collection Methods Reliability and Verification Data Analysis Ethical Considerations References Index
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