By understanding the realities, complex relationships and conditions of practice that influence urban schooling, educators can take advantage of the opportunities that urban settings present. The authors identify nine key problems of practice affecting city schools in the United States and provide examples of the possible interventions needed to improve the education of urban youth. The theory, research and analytic tools relevant to each issue are presented clearly and in a non-technical way.
By understanding the realities, complex relationships and conditions of practice that influence urban schooling, educators can take advantage of the opportunities that urban settings present. The authors identify nine key problems of practice affecting city schools in the United States and provide examples of the possible interventions needed to improve the education of urban youth. The theory, research and analytic tools relevant to each issue are presented clearly and in a non-technical way.
Marilyn Tallerico is a professor of Educational Leadership at Syracuse University. She teaches graduate courses in professional development, curriculum leadership, assessment of teaching, and politics of education. Her work has appeared in the Journal of Staff Development, as well as numerous other research and practitioner journals. She is widely published in the areas of the superintendency, gender, and educational leadership. Her two prior books were Accessing the Superintendency: The unwritten Rules (2000) and City Schools: Leading the Way (1993), the latter co-edited with Patrick B. Forsyth.
A theme throughout her work is how educational leaders can promote equity and excellence in the public schools. She has facilitated professional development for school board members, administrators, and teachers. She currently serves on the editorial board of the American Educational Research Journal, and has previously served on the boards of The Educational Administration Quarterly, and the Journal of School Leadership. Her community service and scholarship have been supported by the Educational Foundation of the American Association of University Women, the National Policy Board on Educational Administration, and the New York State Association for Women in Administration.
Prior to her position at the university, Marilyn served 12 years in the public schools in Connecticut and Arizona. She has been a central office curriculum administrator, a coordinator of bilingual and English-as-a-Second Language programs, and a Spanish teacher.
Inhaltsangabe
Foreword - Marilyn Tallerico and Patrick B Forsyth Understanding the Urban Context and Conditions of Practice of School Administration - Richard M Englert Motivating Urban Learners - Patrick B Forsyth Managing Instructional Diversity - Linda F Winfield, Ruth Johnson and Joanne B Manning Building Open Climates in Urban Schools - James R Bliss Collecting and Using Information for Problem Solving and Decision Making - Robert O Slater Acquiring and Using Resources - Laurence J Parker Governing Urban Schools - Marilyn Tallerico Effecting Change in Urban Schools - William J Kritek Establishing the Mission, Vision, and Goals - Robert T Stout
Foreword - Marilyn Tallerico and Patrick B Forsyth Understanding the Urban Context and Conditions of Practice of School Administration - Richard M Englert Motivating Urban Learners - Patrick B Forsyth Managing Instructional Diversity - Linda F Winfield, Ruth Johnson and Joanne B Manning Building Open Climates in Urban Schools - James R Bliss Collecting and Using Information for Problem Solving and Decision Making - Robert O Slater Acquiring and Using Resources - Laurence J Parker Governing Urban Schools - Marilyn Tallerico Effecting Change in Urban Schools - William J Kritek Establishing the Mission, Vision, and Goals - Robert T Stout
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