The Principalship

The Principalship

Author: Frederick C. Lunenburg

Publisher: Rowman & Littlefield

ISBN: 9781538123966

Category: Academic achievement

Page: 761

View: 360

The Principalship: A Learning-Centered Approach is a one-of-a kind textbook written especially for principals to help them understand current theories of teaching and learning and best leadership practices as well as practical application of these theories.

Communities that Learn, Lead, and Last

Communities that Learn, Lead, and Last

Author: Giselle O. Martin-Kniep

Publisher: John Wiley & Sons

ISBN: 9780787985134

Category: Education

Page: 213

View: 879

Communities That Learn, Lead, and Last offers a fresh and compelling perspective while providing practical guidance for schools and districts on how to develop "professional learning communities" that serve to instill educational ideals, share wisdom, improve practice, and enhance capacity across the system. Comprised of any combination of teachers, school leaders, staff developers, district personnel, and even students, professional learning communities, as described in this book, break new ground and challenge the status quo by focusing on the reconciliation of individual and organizational expertise, vision, and needs through a variety of collaborations, activities and projects ranging from classroom-related work to broader issues of policy, leadership, and organizational improvement. Depending on their needs, maturity, purpose, and membership, professional learning communities can be centered on learning, leading, or lasting. Showing how such communities can become the means for improving teaching and learning, as well as promote and sustain educational innovations, the book maps out the community-building essentials, providing guidance, tools, and carefully crafted rubrics.

Organizing for School Change

Organizing for School Change

Author: Karen Seashore Louis

Publisher: Routledge

ISBN: 9781134232086

Category: Education

Page: 400

View: 977

Improving education is a key priority for governments around the world. While many suggestions on how best to achieve this are currently under debate, years of academic research have already revealed more about how to encourage change than is sometimes assumed. This volume brings together for the first time some of the most significant work of Karen Seashore Louis, one of the foremost thinkers and researchers in the field. Organizing for School Change presents a unique variety of research-based results from studies conducted over the past twenty-five years. What emerges is not an idealistic plan, but a realistic picture of what needs to be done if schools are to be made better. Drawing on a wide and comprehensive list of sources, the ideas brought together in this collection will prove invaluable and insightful reading, stimulating both newcomers and veterans of the field to consider educational research in new ways.

Educational Administration

Educational Administration

Author: Frederick C. Lunenburg

Publisher: SAGE Publications

ISBN: 9781544373614

Category: Education

Page: 584

View: 746

Now with SAGE Publishing! The bestselling Educational Administration: Concepts and Practices has been considered the standard for all educational administration textbooks for three decades. A thorough and comprehensive revision, the Seventh Edition continues to balance theory and research with practical application for prospective and practicing school administrators. While maintaining the book’s hallmark features—a friendly and approachable writing style, cutting-edge content, and compelling pedagogy—authors Frederick C. Lunenburg and Allan Ornstein present research-based practices while discussing topical issues facing school administrators today. Included with this title: The password-protected Instructor Resource Site (formally known as SAGE Edge) offers access to all text-specific resources, including a test bank and editable, chapter-specific PowerPoint® slides. Learn more.

Real World Professional Learning Communities

Real World Professional Learning Communities

Author: Daisy Arredondo Rucinski

Publisher: Rowman & Littlefield

ISBN: 9781475822823

Category: Education

Page: 210

View: 314

In a professional learning community, teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. Whatever the organizational structure, the teams have one goal, that is to improve teaching so that student learning is improved.

Teaching for Student Learning

Teaching for Student Learning

Author: Dick Arends

Publisher: Routledge

ISBN: 9781135239985

Category: Education

Page: 456

View: 960

Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning. The book’s content stems from three major fields of study: 1) theories and research on how people learn, including new insights from the cognitive and neurosciences; 2) research on classroom practices shown to have the greatest effect on student learning; and 3) research on effective schooling, defined as school-level factors that enhance student achievement and success. Although the book’s major focus is on teaching, it devotes considerable space to describing how students learn and how the most effective and widely-used models of teaching connect to principles of student learning. Specifically, it describes how research on teaching, cognition, and neuroscience converge to provide an evidence-based "science of learning" which teachers can use to advance their practice. Key features include the following: Evidence-Based Practice – This theme is developed through: 1) an ongoing review and synthesis of research on teaching and learning and the resulting guidelines for practice and 2) boxed research summaries within the chapters. Instructional Repertoire Theme – Throughout the book teaching is viewed as an extremely complex activity that requires a repertoire of instructional strategies that, once mastered, can be drawn upon to fit specific classrooms and teaching situations. Standards-based School Environments – Education today is dominated by standards-based school environments. Unlike competing books, this one describes these environments and shows how they impact curriculum design and learning activities. The objective is to show how teachers can make standards-based education work for them. Pedagogical Features – In addition to an end-of-book glossary, each chapter contains research boxes, reflection boxes, itemized end-of-chapter summaries, and end-of-chapter learning activities. Website – An accompanying website contains a variety of field-oriented and site-based activities that teachers can do alone or with colleagues.

Mental Models, Professional Learning Community, and the Deep Structure of School Improvement

Mental Models, Professional Learning Community, and the Deep Structure of School Improvement

Author: James C. Toole

Publisher:

ISBN: MINN:31951P00819406G

Category: Elementary school environment

Page: 570

View: 879

"This study offered an opportunity to explore what happens when seven elementary and middle schools in seven states attempt to foster a school-wide and lasting change in classroom practice. The schools all sought to implement service-learning as part of a nationwide network sponsored by the National Youth Leadership Council and funded by the DeWitt Wallace Readers' Digest Fund and the W.K. Kellogg Foundation. Service-learning is an experiential, largely youth-driven classroom pedagogy that integrates service into the academic curriculum and meets a genuine community need. The conceptual framework for this study sought to identify the deep structure of school change by focusing on the role that teachers' instructional mental models and professional learning communities played in implementation. Implementation was defined as both breadth (i.e., teachers' use) and longevity (i.e., institutionalization). The research design included both quantitative and qualitative measures. Three primary sources of data were used in the stuy--surveys given to all staff members, teacher and principal interviews with significant actors, and focus groups with key service-learning leaders and also non-users. The salient variables differed for implementation breadth and longevity. In understanding why some teachers used service-learning and some do not, users and non-users were not different by age, gender, years at their current school, or teacher commitment. What differentiated service-learning users was their mental models about the nature of teaching and learning. This teacher group also had higher levels of efficacy and displayed a pattern of instructional practices (e.g., using the internet, cooperative groups) that was different than non-users. Teachers who used service-learning also enjoyed a significantly higher level of professional learning community, but that significance was overshadowed by the importance of their beliefs. In the area of institutionalization, professional learning community but not mental models proved to be significant in supporting the long-term sustainability of service-learning. In a comparative case study of two schools, the stronger professional learning community was able to create greater agreement about a shared purpose, more support for change leadership, higher staff participant and ownership, more shared learning, less political conflict, less structural tensions, better communication, and more openness to change"--Leaves v-vi

Handbook of Research on Teacher Education and Professional Development

Handbook of Research on Teacher Education and Professional Development

Author: Martin, Christie

Publisher: IGI Global

ISBN: 9781522510680

Category: Education

Page: 740

View: 440

With the ever-changing climate of education around the globe, it is essential that educators stay abreast of the most updated teaching methods and applications. To do this, fostering teacher education programs that include innovative practices and initiatives within the field is imperative. The Handbook of Research on Teacher Education and Professional Development investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers.

Concept and Design Developments in School Improvement Research

Concept and Design Developments in School Improvement Research

Author: Arnoud Oude Groote Beverborg

Publisher: Springer Nature

ISBN: 9783030693459

Category: Assessment

Page: 312

View: 137

This open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study’s design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches. The book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book’s discussion chapter. More specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data when possible. In this way, this book helps researchers designing complex useful studies.