Karen Seashore Louis – författare

“At last we have a book of international cases to add to the literature on networks! Policymakers and practitioners alike will find the reasons why networks are fast becoming the reform organizations of choice. The book elevates network understanding to a new level.”Ann Lieberman, Senior Scholar at the Carnegie Foundationfor the Advancement of Teaching

Drawing on research, each chapter offers a deeper understanding of topics such as distributed leadership, dialogue, organisational memory, trust, self-assessment and inquiry, and purpose linked to learning. The last section of the book focuses upon three of the most challenging dilemmas that face developing professional learning communities - developing professional learning communities in secondary school, building social capital, and sustaining professional learning communities. The authors provide pointers on why these challenges exist, offering rays of hope for ways forward.

Professional Learning Communities is key international reading for education professionals, school practitioners, policymakers, academics and research students. It is a must-read for anyone interested in building capacity for sustainable learning and the ability to harness your community as a resource for change.

“At last we have a book of international cases to add to the literature on networks! Policymakers and practitioners alike will find the reasons why networks are fast becoming the reform organizations of choice. The book elevates network understanding to a new level.”Ann Lieberman, Senior Scholar at the Carnegie Foundationfor the Advancement of Teaching

Drawing on research, each chapter offers a deeper understanding of topics such as distributed leadership, dialogue, organisational memory, trust, self-assessment and inquiry, and purpose linked to learning. The last section of the book focuses upon three of the most challenging dilemmas that face developing professional learning communities - developing professional learning communities in secondary school, building social capital, and sustaining professional learning communities. The authors provide pointers on why these challenges exist, offering rays of hope for ways forward.

Professional Learning Communities is key international reading for education professionals, school practitioners, policymakers, academics and research students. It is a must-read for anyone interested in building capacity for sustainable learning and the ability to harness your community as a resource for change.

Linking Leadership to Student Learning

Linking Leadership to Student Learning clearly shows how school leadership improves student achievement. The book is based on an ambitious five-year study on educational leadership that was sponsored by The Wallace Foundation. The authors studied 43 districts, across 9 states and 180 elementary, middle, and secondary schools. In this book, Kenneth Leithwood, Karen Seashore Louis, and their colleagues report on what they found. They examined leadership at each organizational level in the school system—classroom, school, district, community, and state. Their comprehensive approach to investigating school leadership offers a balanced understanding of how the structures within which leaders operate shape what they do. The results within will have significant implications for future policy and practice.

Praise for Linking Leadership to Student Learning

"Kenneth Leithwood and Karen Seashore Louis offer a seminal new contribution to the leadership field. They provide a rich and authoritative evidence base that demonstrates clearly just why school leadership is so important and how it promotes successful student learning." —PAMELA SAMMONS, Ph.D., Professor of Education, Department of Education, University of Oxford, Oxford

"This ambitious, groundbreaking, and thought provoking treatment of the link between school leadership and student learning is a testament to the outstanding work of these exemplary scholars. This is a ''must read'' for academics and practitioners alike." —MARTHA McCARTHY, President''s Professor, Loyola Marymount University, and Chancellor''s Professor Emeritus, Indiana University

"The question is no longer whether school and district leader''s impact student learning, but rather how they do it. The authors provide a convincing answer, one that recognizes the crucial interaction between leader and locality." —DANIEL L. DUKE, Professor of Educational Leadership, University of Virginia

Linking Leadership to Student Learning

Linking Leadership to Student Learning clearly shows how school leadership improves student achievement. The book is based on an ambitious five-year study on educational leadership that was sponsored by The Wallace Foundation. The authors studied 43 districts, across 9 states and 180 elementary, middle, and secondary schools. In this book, Kenneth Leithwood, Karen Seashore Louis, and their colleagues report on what they found. They examined leadership at each organizational level in the school system—classroom, school, district, community, and state. Their comprehensive approach to investigating school leadership offers a balanced understanding of how the structures within which leaders operate shape what they do. The results within will have significant implications for future policy and practice.

Praise for Linking Leadership to Student Learning

"Kenneth Leithwood and Karen Seashore Louis offer a seminal new contribution to the leadership field. They provide a rich and authoritative evidence base that demonstrates clearly just why school leadership is so important and how it promotes successful student learning." —PAMELA SAMMONS, Ph.D., Professor of Education, Department of Education, University of Oxford, Oxford

"This ambitious, groundbreaking, and thought provoking treatment of the link between school leadership and student learning is a testament to the outstanding work of these exemplary scholars. This is a ''must read'' for academics and practitioners alike." —MARTHA McCARTHY, President''s Professor, Loyola Marymount University, and Chancellor''s Professor Emeritus, Indiana University

"The question is no longer whether school and district leader''s impact student learning, but rather how they do it. The authors provide a convincing answer, one that recognizes the crucial interaction between leader and locality." —DANIEL L. DUKE, Professor of Educational Leadership, University of Virginia

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.

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.

School reform is a top priority for governments today. This timely and challenging book, edited by leading international researchers, Kathryn Riley and Karen Seashore Louis, offers a rich comparative perspective on leadership for change and school reform. Contributors form North America, Europe and Australia demonstrate how school leadership is influenced by global pressures, differing national and state contexts and local concerns. They illustrate the limitations of reform initiatives which focus on school leaders tot he exclusion of the many other organisations which affect school, such as national and local governments, professional associations and school communities. This book raises some important questions such as:*How can school leaders create intelligent, thinking schools?*How can leadership and learning be linked together?*What are the characteristics of effective local education authorities and school districts?*What is the role of teacher organisations in educational reform and change?*What happens if businesses, teachers, parents and local communities have different views of what makes a good school?The text illustrates the ways in which leadership is rooted in learning, and identifies new directions for school leadership. It challenges conventional notions of leadership, offering an expanded view, which sees leadership just as an individual role-based function, but as a network of relationships among people, structures and cultures. This lively and provocative book should be read by all those interested in education reform.

School reform is a top priority for governments today. This timely and challenging book, edited by leading international researchers, Kathryn Riley and Karen Seashore Louis, offers a rich comparative perspective on leadership for change and school reform. Contributors form North America, Europe and Australia demonstrate how school leadership is influenced by global pressures, differing national and state contexts and local concerns. They illustrate the limitations of reform initiatives which focus on school leaders tot he exclusion of the many other organisations which affect school, such as national and local governments, professional associations and school communities. This book raises some important questions such as:*How can school leaders create intelligent, thinking schools?*How can leadership and learning be linked together?*What are the characteristics of effective local education authorities and school districts?*What is the role of teacher organisations in educational reform and change?*What happens if businesses, teachers, parents and local communities have different views of what makes a good school?The text illustrates the ways in which leadership is rooted in learning, and identifies new directions for school leadership. It challenges conventional notions of leadership, offering an expanded view, which sees leadership just as an individual role-based function, but as a network of relationships among people, structures and cultures. This lively and provocative book should be read by all those interested in education reform.

Fully integrate your school's support community and watch achievement levels and morale soar! Many principals feel they lack the personnel necessary to raise student achievement to mandated levels. Yet, as school leaders seek to improve educational outcomes, one of the most underutilized groups remains student support professionals-the counselors, social workers, and nurses already on site. Karen Seashore Louis and Molly F. Gordon offer a practical approach to creating a fully integrated student support community that contributes to increasing achievement levels. Incorporating research and practical strategies into a broader paradigm of leadership, they offer directives for implementing reform initiatives and rigorously assessing their effectiveness. Bridging theory and practice, this book provides:

Reorganizing existing resources is the most efficient path to school reform. Rather than limiting the counselor or social worker's role, use it to form a comprehensive support program to help improve school achievement!  

Make your school a place where professional learning thrives Learning Forward is a leader in understanding and advancing professional learning that leads to student success. This series explores Learning Forward’s seven Standards for Professional Learning, which outline the characteristics of effective professional learning that, collectively, advance teaching and learning. This volume focuses on the pathways through which leaders can orchestrate a learning environment that empowers teachers to take charge of their own development. Features include:

When you make professional development an everyday part of the life of your school, you create an environment that encourages innovation, inspires collaboration, and makes continuous learning a priority—which benefits teachers and students.