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Book
xx, 259 p. : ill. ; 24 cm
  • Organizing for collaborative work
  • Building assessment literacy
  • Creating a data overview
  • Digging into data
  • Examining instruction
  • Developing an action plan
  • Planning to assess progress
  • Acting and assessing
  • Roles for the district central office
  • How we improve.
A StepbyStep Guide to Using Assessment Results to Improve Teaching and Learning. Guide to integrating the seven steps of the Data Wise process into school practice.
(source: Nielsen Book Data)9781612505213 20160612
Education Library (Cubberley)
EDUC-354-01
Book
xvi, 526 pages : illustrations ; 25 cm
  • Preface vii Acknowledgments xiii PART ONE Making Sense of Organizations 1 1 Introduction: The Power of Reframing 3 2 Simple Ideas, Complex Organizations 23 PART TWO The Structural Frame 41 3 Getting Organized 43 4 Structure and Restructuring 69 5 Organizing Groups and Teams 95 PART THREE The Human Resource Frame 113 6 People and Organizations 115 7 Improving Human Resource Management 137 8 Interpersonal and Group Dynamics 161 PART FOUR The Political Frame 183 9 Power, Conflict, and Coalition 185 10 The Manager as Politician 205 11 Organizations as Political Arenas and Political Agents 225 PART FIVEThe Symbolic Frame 243 12 Organizational Symbols and Culture 245 13 Culture in Action 271 14 Organization as Theater 285 PART SIX Improving Leadership Practice 303 15 Integrating Frames for Effective Practice 305 16 Reframing in Action: Opportunities and Perils 323 17 Reframing Leadership 337 18 Reframing Change in Organizations 371 19 Reframing Ethics and Spirit 393 20 Bringing It All Together: Change and Leadership in Action 407 21 Epilogue: Artistry, Choice, and Leadership 431 Appendix: Th e Best of Organizational Studies 435 Notes 439 Bibliography 441 Th e Authors 483 Name Index 485 Subject Index 497.
  • (source: Nielsen Book Data)9781118557389 20160616
Thoroughly updated, this fifth edition of the classic book outlines its four-frame model that examines organizations as factories, families, jungles, and theaters or temples: The Structural Frame: organize and structure groups and teams; The Human Resource Frame: tailor organizations to satisfy human needs, improve HRM, and build positive personal and group dynamics; The Political Frame: cope with power and conflict, build coalitions, hone political skills, and deal with politics; and The Symbolic Frame: shape a culture that gives purpose and meaning to work, stage organizational drama, and build team spirit.
(source: Nielsen Book Data)9781118557389 20160616
Education Library (Cubberley)
EDUC-354-01
Book
xiii, 256 p. : ill. ; 24 cm.
  • Randall Circle High School
  • Why schools struggle to teach differently when each student learns differently
  • Making the shift : schools meet society's jobs
  • Crammed classroom computers
  • Disruptively deploying computers
  • The system for student-centric learning
  • The impact of the earliest years on students' success
  • Why so many students seem unmotivated
  • Improving education research
  • Organizing to innovate.
Clay Christensen's groundbreaking bestselling work in education now updated and expanded, including a new chapter on Christensen's seminal "Jobs to Be Done" theory applied to education. "Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms, ' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders of the status quo, even though it's necessary and right for our kids. We owe it to them to make sure this book isn't merely a terrific read; it must become a blueprint for educational transformation." -Joel Klein, Chancellor of the New York City Department of Education "A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education." -Jim Collins, bestselling author of Good to Great "Just as iTunes revolutionized the music industry, technology has the potential to transform education in America so that every one of the nation's 50 million students receives a high quality education. Disrupting Class is a must-read, as it shows us how we can blaze that trail toward transformation." -Jeb Bush, former Governor of Florida According to recent studies in neuroscience, the way we learn doesn't always match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In other words, we need "disruptive innovation." Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most important issues of our time-education-and apply Christensen's now-famous theories of "disruptive" change using a wide range of real-life examples. Whether you're a school administrator, government official, business leader, parent, teacher, or entrepreneur, you'll discover surprising new ideas, outside-the-box strategies, and straight-A success stories. You'll learn how: Customized learning will help many more students succeed in school Student-centric classrooms will increase the demand for new technology Computers must be disruptively deployed to every student Disruptive innovation can circumvent roadblocks that have prevented other attempts at school reform We can compete in the global classroom-and get ahead in the global market Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come. The future is now. Class is in session.
(source: Nielsen Book Data)9780071749107 20160615
Education Library (Cubberley)
EDUC-354-01
Book
ix, 160 p. : ill. ; 23 cm.
  • Acknowledgments About the Authors Introduction Part I. A Pair of Rookies 1. A New Teacher's First Day 2. Getting Off on the Right Foot 3. A New Principal Finds a Wise Friend Leadership Lessons I: Surmounting Entry Barriers Part II: The Political Frame 4. The Old Guard and the New Principal 5. The Tracking Wars: School Politics at Work Leadership Lessons II: Scoping, Mastering and Mapping the Political Terrain Part III: The Human Resource Frame 6. Sagging Morale Leadership Lessons III: Building Relationships and Empowering Yourself Part IV: The Structural Frame 7. Student Discipline: Who's Really in Charge? 8. Standards and Accountability Leadership Lessons IV: Coping With Reform Part V: The Symbolic Frame 9. The End of the Year: Symbols and Culture in Schools 10. "I'm Just a Great Teacher!" Leadership Lessons V: Celebrating Values and Culture Part VI: Values, Ethics, and Spirit 11. Teaching and Leading: Finding a Balance 12. A Talk About Values Leadership Lessons VI: Problems and Dilemmas Part VII: The Torch is Passed 13. The Essence of Teaching: Leaving a Legacy 14. Passing the Torch: The Beat Goes On Leadership Lessons VII: The Enduring Sequence Epilogue Annotated Bibliography.
  • (source: Nielsen Book Data)9781412978194 20160604
This second edition of "Reframing the Path to School Leadership" demonstrates how teachers and school leaders can forge strong leadership paths within their schools, from their initial days in a new position to experiences that arise along their professional journey. Writing for new and seasoned educators, Lee G. Bolman and Terrence E. Deal demonstrate how to use multiple frames - politics, human resources, school structures, and cultural symbols - to develop the powerful habits of mind and perspective needed for addressing the challenging educational issues. Through narrative storytelling and a series of dialogues between a novice and a master teacher and between a new and a seasoned principal, the authors illustrate how framing, then reframing, challenges can result in more effective leadership. Updated throughout, this resource presents end-of-section Leadership Lessons that compliment each chapter, provide an explicit summary of the leadership lessons reflected in the interwoven stories, offer solid strategies for practical application, and include reflective questions for group discussion and individual professional growth.
(source: Nielsen Book Data)9781412978194 20160604
Education Library (Cubberley)
EDUC-354-01
Book
xviii, 424 p. : ill ; 28 cm.
Education Library (Cubberley)
EDUC-354-01
Book
xiii, 119 p. : ill. ; 23 cm.
  • Acknowledgments. The Author. 1. The Nature of the Beast. 2. The Leader-Plus Aspect. 3. The Practice Aspect. 4. A Distributed Perspective on and in Leadership Practice. References. Index.
  • (source: Nielsen Book Data)9780787965389 20160615
James Spillane, the leading expert in Distributed Leadership, shows how leadership happens in everyday practices in schools, through formal routines and informal interactions. He examines the distribution of leadership among administrators, specialists, and teachers in the school, and explains the ways in which leadership practice is stretched over leaders, followers, and aspects of the situation, including routines and tools of various sorts in the organization such as memos, scheduling procedures, and evaluation protocols. This book is a volume in the Jossey-Bass Leadership Library in Education--a series designed to meet the demand for new ideas and insights about leadership in schools.
(source: Nielsen Book Data)9780787965389 20160615
Education Library (Cubberley)
EDUC-354-01
Book
vii, 160 p.
eReserve
EDUC-354-01
Book
xxi, 170 p. : ill. ; 27 cm.
  • Foreword - by Flora Ida Ortiz Introduction Acknowledgments About the Author Part I: Cultural Proficiency and the Achievement Gap 1. Why is Culturally Proficient Leadership Important? Part II: The Tools of Cultural Proficiency 2. What Does Cultural Proficiency Look Like in Practice? The Guiding Principles 3. The Inside-Out Process to Becoming Culturally Proficient: The Cultural Proficiency Continuum 4. Standards for Leadership Behavior: The Five Essential Elements 5. Overcoming Self-Imposed Barriers to Moral Leadership Part III: Professional Development for Organizational Change 6. The Art and Science of Conversation: A Crucial Skill for the Culturally Competent Leader 7. Leading in a Culture of Learning And Transformative Change Resource: List of Maple View Case Study Characters Bibliography Index.
  • (source: Nielsen Book Data)9780761946823 20160528
This book provides the practical strategies, tools, and resources school leaders need to fully implement cultural proficiency throughout the organization. Cultural Proficiency enables educators to value diversity, honour it with integrity, and preserve the cultural dignity of their students. Failing this places many of our students at risk of being excluded from the benefits and opportunities of being well educated. Culturally Proficient leaders embrace diversity and respond to it in ways that acknowledge and esteem cultural differences while simultaneously valuing and supporting similarities. Cultural Proficiency enables educators the knowledge and understanding of how to interact effectively with people in their environment who differ from them. Educators have a choice-they can either contribute to the academic achievement gap or challenge and change the conditions that support the inequities that created and perpetuate the gap. This book offers leadership strategies that are sensitive to how and why some children and youth fail in our schools and why others succeed. The authors also address accountability and data-based decision making.The five principles of cultural proficiency are: } culture is a predominant force in people's lives } the dominant culture serves people in varying degrees } people have both personal identities and group identities } diversity within cultures is vast and significant } each individual and each group has unique cultural values and needs. . Features and benefits: } reflective activities for individuals or groups } examples of typical conversations that arise around the issues of diversity, multiculturalism, equity, entitlement, and racism } typical behaviors associated with culturally proficient leadership organized around the responsibilities of school leaders } a rich and detailed case study of a fictionalized school district interwoven throughout the book, providing opportunities for discussion and reflection } professional development activities.
(source: Nielsen Book Data)9780761946823 20160528
Education Library (Cubberley)
EDUC-354-01
Book
x, 69 p. : ill. ; 23 cm.
With this highly accessible and unique little guide, Larry Cuban offers educators indispensable tools to make sense of the daily complexities they encounter in their work. Teachers face dozens of classroom situations where conflicts occur. Similarly, principals wrestle with school issues that call for changes in attitudes, behaviors, and procedures. Because the process is so familiar, even expert teachers and principals often have difficulty in explaining what it is that they do and how they go about solving problems and coping with dilemmas in their classrooms and schools. Using concrete and varied examples drawn from the workplace, Cuban presents vivid and provocative case studies of practitioners' experiences in urban and suburban schools that deal with the routine conflicts of school. He draws on his own extensive experience in public schools and his research into teaching and administration to set forth a practical framework for identifying, defining, and coping with both puzzling problems and tension-filled dilemmas. A much-needed resource for both new and experienced practitioners, How Can I Fix It? focuses on common skills that practitioners have - but seldom take time to consider - and applies these skills to concrete situations.
(source: Nielsen Book Data)9780807740491 20160528
Education Library (Cubberley)
EDUC-354-01
Book
xi, 106 p. ; 24 cm.
  • Acknowledgments About the Authors Introduction: Why Reallocate Resources? 1. The Change Process 2. Defining a New Educational Strategy 3. Organizing and Staffing the School to Support the New Educational Strategy 4. Deciding How to Serve Students Who Need Extra Help 5. Paying for the Changes 6. Effects of Resource Reallocation and District Roles to Support Such Changes Resource A: Resources on the Internet References Index.
  • (source: Nielsen Book Data)9780761976530 20160528
This book tells the story of how schools can finance expensive programme needs by describing the vast array of decisions that must be made, including how to pay for new strategies.
(source: Nielsen Book Data)9780761976530 20160528
Education Library (Cubberley)
EDUC-354-01
Book
xx, 394 p.
  • Part I: Understanding the Problem 1. The Right to Learn 2. The Limits of Bureaucracy 3. What Matters for Teaching Part II: Engaging the Possibilities 4. Teaching and Learning for Understanding 5. Structuring Learner-Centered Schools 6. Staffing Schools for Teaching and Learning Part III Rethinking Policy 7. Ensuring Access to Knowledge 8. Building a Democratic Profession of Teaching 9. Developing Policy for Understanding.
  • (source: Nielsen Book Data)9780787902612 20160527
This work proposes a plan that would give all children with an intelligence capable of free and independent thought. Using interviews and case studies, the book claims that, above all, teachers, schools and education as a whole must be humane to children.
(source: Nielsen Book Data)9780787902612 20160527
Winner of AERA Outstanding Book Award in 1998 "While she recognizes the necessity for school reform and the complexity of implementing it, Darling-Hammond remains optimistic that systemic changes to ensure access to a meaningful education for all children are possible. Her book is positive and hopeful and serves as a fascinating account of American education and its promise of 'the right to learn' for all children." --Washington Post "Darling-Hammond's central claim is well worth listening to. She argues that American students do so poorly by comparison with students in other industrialized countries not because we don't give them enough work, but because our teaching is less thoughtful, and because we are obsessed with bureaucratic processes rather than educational outcomes." --New York Times Book ReviewOne of the nation's most respected educators provides a vision of exceptional, learner-centered schools and describes the policies and practices that are needed to create these schools on a system-wide basis.
(source: Nielsen Book Data)9780787959425 20160528
Green Library, Education Library (Cubberley)
EDUC-354-01