Deep Change

Cases and Commentary on Reform in High Stakes States (PB)
Information Age Publishing
  • erschienen am 1. Juni 2005
  • Buch
  • |
  • Softcover
  • |
  • 376 Seiten
978-1-59311-189-2 (ISBN)
This book is about deep change. In a series of research reports and commentaries, it mainly features case studies of powerful reform for the most part in local districts and in individual schools. They are set within the constraints of obvious political realities, essentially the recently legislated and bureaucratically enforced dimensions of high-stakes accountability. In this book, educational practice does not flow only from theory; neither does theory evolve only from educational practice. Rather, practice and theory fruitfully interact, not just some of the time, but most of the time. These accounts of deep change, moreover, are written gracefully, in understandable prose, and largely absent the barnacles of breathless advocacy. To be sure, the accounts are uneven, not as a function of their quality which uncommonly is high, but as a function of their foci and perceived attractiveness
  • Englisch
  • Greenwich
  • |
  • USA
  • Für Beruf und Forschung
  • Höhe: 234 mm
  • |
  • Breite: 156 mm
  • |
  • Dicke: 20 mm
  • 568 gr
978-1-59311-189-2 (9781593111892)
weitere Ausgaben werden ermittelt
The Dailiness, Dilemmas, and Dialogue of Deep Change, Gerald Ponder and David Strahan. Part I: Journeys Toward Significance: Reports From Schools. Success Cycles at Hunter Elementary: Collaboration, Culture, Commitment and Continuity, Gerald Ponder and Sandy Webb. Sustaining School Reform at Hunter Elementary: The Role of University - School Partnerships, Robert Gasparello, Joseph Farrell, Sue Mercier, Samuel Miller, Jean Rohr, and Gerald G. Duffy. Developing a Shared Stance Toward Learning at Central Elementary School, David Strahan, Heidi Carlone, Suzanne Horn, Fern Dallas, and Anita Ware. Continuing a Journey toward Significance at Central Elementary School, David Strahan and Jennifer Mangrum. Powerful Learning: Creating Learning Communities in Urban School Reform, Joy Phillips. Inquiry as Stance: An Administrator-Initiated Narrative Practice, Cheryl Craig. Negotiating Tensions in School Reform: Efforts to Promote a Learning Community in an Urban Middle School, Fern Dallas and David Strahan. Commentary on Schools of Significance, Ann Lieberman. Part II: Programs Of Significance: Case Studies Of Initiatives That Connect Schools. That Dog Won't Hunt!: Exemplary School Change Efforts Within the Kentucky Reform, Shelby Wolf, Hilda Borko, Rebekah L. Elliott, and Monette C. McIver. Reforming Schools by Reforming Relationships: The Bryan Leadership Development Initiative, Kathleen M. Ponder, Jennifer Martineau, Karen Dyer, and Mike Renn. Rural School Improvement Networks: Creating Possibilities for Significance in the 21st Century, Vernon Farrington, Mark L'Esperance, and Steve Mazingo. Migrant Education, Pedro Reyes and Carol Fletcher. Beating the Odds: Teaching Middle and High School Students to Read and Write Well, Judith Langer. Commentary on Programs of Significance, Michael Fullan. Part III: Patterns of Promise: First Steps in Initiating Deep Change for Student Success, David Strahan and Gerald Ponder.

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