New Structure of School Improvement

Bruce Joyce taught in the state of Delaware and began his experience in urban school renewal in Detroit while taking his doctorate at Wayne State University. He concentrated on research on teaching, the study of personality and teaching and learning styles, and research on teacher education while directing the elementary teacher education programs at the University of Chicago and Teachers College, Columbia University. For the last 20 years he has been Director of Booksend Laboratories in Pauma Valley, California, and conducts extensive school renewal projects which include studies of models of teaching and staff development.
Emily Calhoun taught high school English and first grade in Georgia and began research on teacher personality and staff development while taking her doctorate at the University of Georgia. A specialist in the language arts, she has engaged in the engineering of action research in the context of extensive school improvement programs in school districts and states in the U.S. Her eight books to date combine her scholarship with practical guidance on school renewal and teaching students to read and write. She directs the Phoenix Alliance in Saint Simons Island, Georgia and embeds studies of language learning and school renewal in her programs there.
David Hopkins taught in Wales before an extensive sojourn in Canada where he studied school change while taking his doctorate at Simon Fraser University. He returned to the UK to work at Cambridge University where he and colleagues established IQEA, an organization that helps schools in the UK to engage in school renewal and in whose projects he conducts the research that has led to more than a dozen books on school renewal, assessment, and teacher appraisal. He is dean of the faculty of education at the University of Nottingham and continues his work on school improvement and teacher education in that setting.