%{search_type} search results

• Pursuing reforms of substance : the time is now
• The narrative trap and building a collaborative learning community
• Overpromising and overloading and effectively using human, fiscal, and material resource
• Minimizing the enormous difficulty of implementation and respecting the change process
• Eyes off the prize and sustaining a coherent school mission and vision
• Historical amnesia and embracing timeless and eclectic teaching practices
• The business "solution" and championing and empowering the underserved.

• Introduction : a sense of urgency
• Creating a culture of innovation
• Redesigning the learning experience
• Ensuring a return on instruction
• Designing learner-centered spaces
• Making professional learning personal
• Leveraging technology
• Collaborating and engaging with the community
• Leading the charge
• Appendix A : future ready schools
• Appendix B : communicating a concept with instagram
• Appendix C : district and school highlights.

• The metaphors and prototypes of the predominant fast-thinking educationalese
• Can educationalese trump contrary evidence and attempts at contrary logic?
• Fast and slow rationality and learning
• The GROWTH metaphors and the transaction classroom: More accurate and less prevalent
• Putting smarter fast and slow thinking into practice
• Conclusion.

If you want to actually do something about providing excellent education for every child in America this is the book for you. Using insights from cognitive science educational research and the social sciences the authors examine the compelling nature of four a�dumb ideasa� at the center of current education policy and practice: (1) simplifying knowledge helps students learn more and faster (2) teaching and learning are a matter of proper transmission of good content (3) homogenous environments ease learning and (4) more standardized data and rigorous controls of our schooling will solve all our problems. The authors then present research that consistently shows why smart Ka"12 education will not be achieved by current policies and practices such as high-stakes standardized tests homogenous grouping and abbreviated teacher preparation. This lively book offers solutions for changing the harmful disconnect between our goals and the means we employ to get there including key a�smart ideasa� and a set of how-to actions that will lead to great schools for every child.
(source: Nielsen Book Data)

• Time: the most common obstacle to change in schools
• People: the changing job of an educator
• Leadership: building vision while keeping the lights on
• Structure: school organization and process in a time of change
• More bumps in the road: the next five obstacles to innovation
• Schools are more dynamic: mess, noise, and chaos
• Schools are more adaptable: changing with the world
• School are more permeable: where we meet, not where we learn
• Schools are more creative: knowledge is not just for consumption
• Schools are self-correcting: empathy, mindfulness, and reflection
• The existential challenge for schools: voices from our future
• Leaving the past behind: the assembly line model of education
• A Better model : The natural ecosystem of learning
• Taking action: a new paradigm of school strategy
• Signposts: the big ideas that mark the road.

A refreshing change from the negativity so common in the world of education today. Over the course of a 3-month solo road trip across the United States, author Grant Lichtman discovered that there is much to be positive about in today's K-12 schools. Lichtman, one of the country's leading experts in educational innovation, interviewed over 600 teachers, administrators, students, parents, and trustees to find out what kind of innovations they're doing right-and how others can leverage their successes. Innovation in education takes hard work, planning, and cooperation. With examples from around the country and findings from the latest education research, #EdJourney maps out how administrators and teachers can embrace the innovation process that schools and learners need now. Today's 21st century education presents unique challenges and opportunities to students, and this is a trailblazing practical guide to making sure education is ready for the future. #EdJourney focuses on four key questions: What new learning strategies are the top schools implementing to prepare our students for their future rather than for our past?; How do teachers and administrators manage transitions to new types of teaching and learning?; What are the key obstacles to shifting away from the assembly line model of education?; How can we all leverage the lessons of success from the most innovative schools?

• TABLE OF CONTENTS Acknowledgments
• Chapter 1 Of Mismatches and Missions
• Chapter 2 How To Use a Funnel
• Chapter 3 The Funnel Tips: A Brief Annotated History
• Chapter 4 A Meaningless Engagement
• Chapter 5 Building Skyscrapers on Sand
• Chapter 6 How (Schools Should Help) Children Succeed
• Chapter 7 What Gets Measured Gets Done (...but won't necessarily change anything)
• Chapter 8 Outside the Box, But Standing Still
• Chapter 9 Too Scattered to Matter
• Chapter 10 Righting the Funnel: Issues to Solve, Actions to Take
• Chapter 11 Funnel of the Future: An Audacious Ideal Model and What to Do Locally, Starting Today
• Chapter 12 An Awesome Responsibility Notes Bibliography About the Author.
• (source: Nielsen Book Data)

Education Is Upside Down cuts through adjustments being made at technical levels of educational practice and accountability, challenging ideals and philosophies that have powered American Education for most of the last century. This book explains how and why long-standing approaches generate flawed instructional practices, flawed systemic reform efforts, and a fundamental misalignment between the educational institution and the society it is missioned to serve. Education Is Upside Down urges readers wishing to improve American Education to more carefully consider the institution's central mission, challenge long-accepted truths of practice, and question current reform efforts and actions. In full, Education Is Upside Down resists the practitioner-vs.-reformer blame game, seeking ultimately to carefully untangle-not tighten by yanking on any single strand-the long-complicated knot of American Education.
(source: Nielsen Book Data)

• About the Author Acknowledgments Opening Thoughts Dedication Foreword by Terrence E. Deal Introduction
• 1. My Wings
• 2. Teachers: Magicians and Conductors
• 3. Attitude=Altitude
• 4. Leaning Our Ladder Against the Right Wall
• 5. Crawling Out of the Box
• 6. How It Ought to Be
• 7. Getting Kids Ready for Democracy
• 8. Getting Kids Ready for School-Raising the Village
• 9. Getting Schools Ready for Kids
• 10. Getting the Words and Symbols Right
• 11. Horse Whispering: Harnessing Technology to Enhance Learning
• 12. The Brain is a Terrible Thing to Waste
• 13. Creativity and the Arts: The Surry, Not the Fringe
• 14. Authentic Accountability
• 15. Lead Is Not a Four Letter Word
• 16. Bored of Education
• 17. Dealing with the Heart and Soul
• 18. A School Worthy of Our Children-A Fable Appendix/Study Guide Reading List.
• (source: Nielsen Book Data)

In this powerful collection, the former executive director of the American Association of School Administrators looks at the factors educators must consider in order to turn schools back into places that nurture children. There are basic truths about what motivates people, Paul D. Houston argues, and educators must embed these truths in the educational process. In this book, educators will find inspiration and guidance through: eighteen beautifully written, thought-provoking essays on how we can transform our schools; chapter-by-chapter questions to inspire reflection, discussion, and professional development; and, a broad range of topics spanning from the magic of learning to global education to the perils of accountability. Houston's words will resonate with anyone committed to improving schools, and will help educators examine their own beliefs, develop a common vision, and enact reform.
(source: Nielsen Book Data)

"Education policy and policy making is shaped through the activities of a complex network of educators, educational leaders, researchers, community members, as well as government and non-government officials and organizations. Educational researchers are a critical player in this complex network and their investigations of various educational phenomena can answer questions relevant to the design and implementation of education policy for school improvement. Educational research, however, often has limited influence in larger policy conversations and decisions (Orland, 2009), and this is due to many factors. Educational researchers can provide an evidence-based starting place for discussions about school improvement with the complex network of stakeholders engaged in policy development and implementation, but they must be more intentionally and systematically thoughtful about the connections of their work to policy and policy making. Furthermore, researchers can increase the relevance of their work for policy through the careful design and framing of research in collaboration with end-users, and an awareness of its implications. In so doing, researchers can spur the interest and dissemination of their findings to wider audiences. This book offers resources for education researchers, faculty, and advanced graduate students interested in maximizing the relevance of their research on policy for school improvement. In achieving this purpose, the book is organized into three sections: 1) A primer for education policy making in the United States; 2) Designing research to maximize education policy relevance; and 3) Engaging users of research to communicate its relevance to policymakers. This book is primarily for education researchers, faculty, and advanced graduate students seeking to improve the visibility and impact of their research on school improvement, particularly in the realm of educational policy and policy making. While this book is a volume in the book series for the American Educational Research Association Special Interest Group, Leadership for School Improvement, the importance and usefulness of the topics covered span education research more broadly. Further, the content of this book serves as a comprehensive guide for how education researchers, in general, can better situate their work to influence policy. The book is intended to be utilized by university scholars, graduate students in research or policy courses, post-doctoral fellows, as well as research associates or directors in various organizations relevant to education such as research consulting groups, non-profits which serve education causes, teacher unions, state agencies or state-level educator organizations/associations, and think tanks. Emerging or established researchers in any of these organizations who want to increase the relevance, significance and dissemination of their work into education policy will hopefully find this book useful"-- Provided by publisher

• Introduction
• Chapter 1. School Improvement Networks in a Market Oriented Educational Context
• Chapter 2. Collaborative Inquiry in Challenging Contexts
• Chapter 3. A National Mixed Method Study of Schools Networks in Chile
• Chapter 4. School Networks: From Competition to Collaboration
• Chapter 5. Sustainability of the School Improvement Networks.
• (source: Nielsen Book Data)

Existing research on Professional Learning Networks looks at experiences in Europe and North America, with very little attention focused on education systems in the Global South, such as Chile. In 2015 more than 500 School Improvement Networks were created to support state-funded schools across the country with the idea of promoting a culture of collaboration. Although schools are expected to work in networks, they are held to account individually through high-stakes standardized testing and external inspections.This book employs the theoretical framework of collaborative inquiry to guide a mixed method study of fifteen in-depth multi-site case studies and descriptive statistical analysis of a questionnaire answered by 400 networks. The analysis provides evidence of the depth and spread of the knowledge and collaborative practices of these networks. Linking with the literature on Professional Learning Networks, this study highlights how school improvement networks can support the professional capital of principals and curriculum coordinators. The findings of this study are discussed around the issue of network sustainability, stressing the importance of network leadership and conditions of system infrastructure to mobilize network knowledge to schools, increasing the potential impact of school networks to transform schools' practices. By providing a unique inquiry, into an under researched part of the globe in regards to school networks, this book will prove invaluable for academics and practitioners in the areas of mixed method research, educational leadership and comparative education.
(source: Nielsen Book Data)

• Table of Contents Foreword Preface Acknowledgements Introduction Setting the Stage
• Chapter 1: Vision: Finding Your School's Identity
• Chapter 2: Journey: Preparing for an Epic Blastoff
• Chapter 3: Buy-In: Strengthening Opportunities for Success through Engagement
• Chapter 4: Empowerment: Increasing Social Capital through Collaboration
• Chapter 5: Change: Creating A School Students Need and Want
• Chapter 6: Capacity: Building Structures for New Forms of Leadership
• Chapter 7: Execution: Implementing the Strategy
• Chapter 8: Sustainability: Going Beyond Tomorow Conclusion Afterword Bibliography About the Authors.
• (source: Nielsen Book Data)

The goal of Can Every School Succeed is to aid school leaders in the process of transforming today's schools. The book is based on principles that the authors have developed as school leaders through their experience in transforming low performing schools into high achieving schools. Many schools begin the transformation process only to fail because they do not identify and communicate the goals for change. As schools continue to struggle with the many complexities that they face, transformation is needed. In response to this, this book offers school leaders practical, transformation principles that will ensure the transformation process is simple, concise, and remains focused on creating the best learning environment for students.
(source: Nielsen Book Data)

• Acknowledgements Introduction: Education Reforms
• 1. Implementation Myopia
• 2. Internal Changes and the Workings of Education Systems
• 3. A History of International Organisations in Education
• 4. Corporative Change in Mexico
• 5. Experiments and Interventions in the English Education System
• 6. Statism and the Singapore Model
• 7. Finland's Education Revolution Conclusion: How Education Systems Work Notes References Index.
• (source: Nielsen Book Data)

Interventions in Education Systems draws on research conducted in England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts, to develop a better understanding of intervention processes and to promote the development of more sophisticated models for reforming education systems. The authors compare policy implementations and interventions in countries with different socio-economic profiles and different levels of development, highlighting how these processes in practice all too frequently are side-tracked and distorted, often unintentionally, by political, economic and social forces.
(source: Nielsen Book Data)

• Introduction
• Pt. I: rebooting an education for life / Daniel Goleman
• Pt. II: Focusing on ourselves / Daniel Goleman
• Pt. III: Tuning in to other people / Daniel Goleman
• Pt. IV: Understanding the larger word: systems and systems thinking / Peter Senge
• Pt. V: The potential partnership between SEL and systems education / Peter Senge and Daniel Goleman

• The DNA of School Improvement Preface About the Author Tales of School Improvement The Mournful Tale of the Death of Mr. School Improvement The Case of the Remarkable Reappearance of Mr. School Improvement The Return of Mr. School Improvement Framework for School Improvement Essential Lessons Epilogue References Index.
• (source: Nielsen Book Data)

Sound bites of wisdom for successful school improvement From the opening pages, readers know The Architecture for School Improvement: Lessons Learned is no ordinary how-to manual. Joseph F. Murphy, a leading researcher in educational leadership, infuses experiences from his 35-year career and humor into oft-debated and polarizing theories of school improvement. Reading like a collection of daily reflections, this book over 70 short, digestible lessons with themes such as: Prevention trumps remediation Context always matters School improvement is about layering small gains School leaders, teachers, and improvement-minded audiences will find wisdom about school change in clear, readily accessible lessons. Discover what works, what doesn't and what matters most in the world of high-stakes testing and accountability! "There are many books that provide quick-fix lists of a few strategies to promote comprehensive, large-scale change in schools. Professor Murphy has taken a different approach that acknowledges the complexity of creating lasting improvements. Using both humor and his deep understanding of the research and practice of school leadership, he provides us with a memorable fable and short summaries of the lessons that any leader must keep in mind if they hope to make an enduring difference." -Karen Seahore Louis, Regents Professor University of Minnesota.
(source: Nielsen Book Data)

• Notes on Contributors Acknowledgements Introduction Part I: Becoming World Class, David Crossley (Education Consultant, UK)
• 1. From Theory to Practice
• 2. Leadership and Collaboration
• 3. What should a world class curriculum look like? Part II: Ideas into Action
• 4. Innovative Examples from English Schools: Whose curriculum is it anyway? Judith Judd (Times Educational Supplement, UK) with John Dunford (Whole Education, UK)
• 5. Technology and Change, Mark Grundy (Shireland Collegiate Academy, UK), Kirsty Tonks (Shireland Collegiate Academy, UK) and Karine George (Westfields Junior School, UK)
• 6. Exploring System-Wide Change: The New York City Izone, David Jackson (The Innovation Unit, UK) with Jonathan de Suasmarez (Romsey School, UK)
• 7. Exploring System-Wide Change - The Academies of Nashville, Jay Steele (Metropolitan Nashville Public Schools, USA) and Michelle Wilcox (Metropolitan Nashville Public Schools, USA) with Marc Hill (Nashville Chamber of Commerce, USA) Part III: Creating an Empowered System
• 8. Autonomy and Professional Courage: Emotional and Political Aspects of Change, Pat Collarbone (Education Consultant, UK) and Simon Edkins (Education Consultant, UK)
• 9. Approaches to Accountability, Jeff Hale (Education Consultant, UK) with James Park (Human Scale Education, UK)
• 10. Being Data Informed Rather than Data Driven, David Crossley (Education Consultant, UK) with James Park (Human Scale Education, UK)
• 11. Exploring Evolving Middle or Mediating Tiers and Emerging School and Stakeholder Networks in Five Localities in England, Jonathan Crossley-Holland (Education Consultant, UK) with David Carter (Cabot Learning Federation, UK)
• 12. Making the Most of the Teachers We Have: A Case Study, Chris Holmwood (Shenley Brook End School, UK)
• 13. Making Sure Every Student Matters, Alan Yellup ( (Wakefield City Academy, UK)
• 14. Summary: Ten Key Ways Forward, David Crossley (Education Consultant, UK) References Index.
• (source: Nielsen Book Data)

Sustainable School Transformation: An Inside-Out School Led Approach explores how we can best build a truly world class education system. It presents a theoretical and practical case for an alternative approach that combines the rigour of traditional 'top-down' accountability models with the engagement and buy-in of school led 'inside-out' approaches - a combination which can be applied to any school in any context internationally. David Crossley and a range of practitioners and academics draw on their extensive experience of past approaches to school improvement in the UK and US. Rather than reject 'top-down' accountability models, they explore new ways of developing them alongside 'inside-out' school led approaches that really do motivate those in our schools who in the final analysis have to deliver the aspirations of politicians and our wider societies for all our young people. The book is based on the premise that Peter Drucker's notion of addictive achievement, discussed in relation to students in Post Capitalist Society, applies to staff and schools too, and if we want to build a truly world class system it will only be achieved through the motivation and resultant efforts of all those in our schools.
(source: Nielsen Book Data)

• Preface Introduction 1.Leadership 2.Organizational Structure and Resources 3.School Culture 4.Family and Community Support 5.Curriculum 6.Instruction 7.Assessment 8.Professional Growth and the Continuous Improvement Cycle 9.Conclusions and Effective Planning About the Authors.
• (source: Nielsen Book Data)

Imagine a school in which gathering around the table to have meaningful conversations is commonplace and unencumbered by roles and positions. Such discourse is not only meaningful, but also significant, purposeful, valuable, filled with intention, and result oriented. There is a spirit of trust that affords an interchange of thoughts and ideas that promote dialogue and heart-to-heart communication. Meaningful Conversations invites readers who earnestly desire high achievement for all students in all American schools to the table for a nine-course meal of food for thought that, altogether, satisfies educators' hunger for comprehensive and transformative school improvement. Addressing critical issues in contemporary schools-including leadership, school culture, curriculum, and assessment-this book offers conversation pieces that describe success standards for schools and conversation points that specifically address the unique responsibilities of district leaders, administrators, and teachers.
(source: Nielsen Book Data)