Creating Productive Cultures in Schools
For Students, Teachers, and Parents
1st Edition
Published on 12. June 2014
Book
Paperback/Softback
264 pages
978-1-4129-9569-6 (ISBN)
Description
Leading Researcher Joseph Murphy and his colleague Daniela Torre shed light on two critical issues in education today: student underachievement and how to build effective, high-performing schools. Murphy draws from considerable research and scholarship in the area of school reform. This research is based on meaningful links with the worlds of practice and policy, and builds upon our most robust understanding about school improvement. The book examines the historical footings of the American public school to expose the economic, political, social, and cultural currents that have shaped and continue to influence our understanding of public education and underachievement.
Reviews / Votes
"The culture of a school has a significant impact on the academic achievement of our students and on the community as a whole. Dr. Murphy and Dr. Torre have clearly defined the processes to implement an operational goal resulting in a productive school culture in which students are challenged and supported. This book enables leaders, specifically school principals, to facilitate reflective practices designed to engage students, teachers, and parents in achieving successful learning communities." -- Gail Connelly, Executive Director "A comprehensive, detailed understanding of the challenges and constraints education leaders face when encouraging, guiding, and supporting positive learning environments. Recognizing the diversity of school cultures, the authors take bold steps to identify what can and should happen to make our nation's schools more successful. A must read for those seeking realistic and specific strategies for change." -- Barbara Schneider, John A. Hannah University Distinguished Professor This text provides readers with arguably the most comprehensive, accessible and carefully organized synthesis of evidence available about what school improvement leaders should focus their efforts on and how those efforts can be most productive. -- Kenneth Leithwood "Murphy and Torre have constructed a masterful narrative from the daunting complexity of the literature on school improvement, leadership and school culture. This book puts the learner at the center of the improvement effort and avoids the usual polarities between relationships and academic focus-a highly balanced and integrative review." -- Viviane Robinson, Distinguished ProfessorMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Thickness: 14 mm
Weight
503 gr
ISBN-13
978-1-4129-9569-6 (9781412995696)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
12/2015
1st Edition
Corwin Press Inc
€58.37
Shipment within 10-20 days
Persons
Joseph F. Murphy is the Frank W. Mayborn Chair and associate dean at Peabody College of Education at Vanderbilt University. He has also been a faculty member at the University of Illinois and The Ohio State University, where he was the William Ray Flesher Professor of Education.
In the public schools, he has served as an administrator at the school, district, and state levels, including an appointment as the executive assistant to the chief deputy superintendent of public instruction in California. His most recent appointment was as the founding president of the Ohio Principals Leadership Academy. At the university level, he has served as department chair and associate dean.
He is past vice president of the American Educational Research Association and was the founding chair of the Interstate School Leaders Licensure Consortium (ISLLC). He is co-editor of the AERA Handbook on Educational Administration (1999) and editor of the National Society for the Study of Education (NSSE) yearbook, The Educational Leadership Challenge (2002).
His work is in the area of school improvement, with special emphasis on leadership and policy. He has authored or co-authored 18 books in this area and edited another 12. His most recent authored volumes include Understanding and Assessing the Charter School Movement (2002), Leadership for Literacy: Research-Based Practice, PreK-3 (2003), Connecting Teacher Leadership and School Improvement (2005), Preparing School Leaders: Defining a Research and Action Agenda (2006), and Turning Around Failing Schools: Lessons From the Organizational Sciences.
Daniela Torre is currently pursuing her Ph.D. in Education Policy at Vanderbilt University. Her research interests include school improvement, particularly for English learners and at-risk students. Previously she taught for five years as an elementary school teacher in both traditional public and charter schools. She earned her B.A. from Washington University in St. Louis and her M.A. in Teaching English to Students of Other Languages from American University in Washington, D.C.
In the public schools, he has served as an administrator at the school, district, and state levels, including an appointment as the executive assistant to the chief deputy superintendent of public instruction in California. His most recent appointment was as the founding president of the Ohio Principals Leadership Academy. At the university level, he has served as department chair and associate dean.
He is past vice president of the American Educational Research Association and was the founding chair of the Interstate School Leaders Licensure Consortium (ISLLC). He is co-editor of the AERA Handbook on Educational Administration (1999) and editor of the National Society for the Study of Education (NSSE) yearbook, The Educational Leadership Challenge (2002).
His work is in the area of school improvement, with special emphasis on leadership and policy. He has authored or co-authored 18 books in this area and edited another 12. His most recent authored volumes include Understanding and Assessing the Charter School Movement (2002), Leadership for Literacy: Research-Based Practice, PreK-3 (2003), Connecting Teacher Leadership and School Improvement (2005), Preparing School Leaders: Defining a Research and Action Agenda (2006), and Turning Around Failing Schools: Lessons From the Organizational Sciences.
Daniela Torre is currently pursuing her Ph.D. in Education Policy at Vanderbilt University. Her research interests include school improvement, particularly for English learners and at-risk students. Previously she taught for five years as an elementary school teacher in both traditional public and charter schools. She earned her B.A. from Washington University in St. Louis and her M.A. in Teaching English to Students of Other Languages from American University in Washington, D.C.
Content
1. Leadership for School Improvement: Getting Started
2. Schooling in the Post-Industrial World: The North Star for Leadership
3. The Threads of School Improvement
4. Supportive Communities of Learning for Students
5. Communities of Professional Practice for Teachers
6. Communities of Professionalism: Barriers and Supports
7. Communities of Engagement for Parents
8. Communities of Engagement for Stakeholders
2. Schooling in the Post-Industrial World: The North Star for Leadership
3. The Threads of School Improvement
4. Supportive Communities of Learning for Students
5. Communities of Professional Practice for Teachers
6. Communities of Professionalism: Barriers and Supports
7. Communities of Engagement for Parents
8. Communities of Engagement for Stakeholders