Lynn G. Beck – författare

The primary purpose of this study is to learn from the experiences of schools across the U.S. that are engaged in a largely process-oriented reform strategy. Schools vary in their capacity for productive self-reflection. The authors examine the process of self-assessment that many schools engaged in during this time of widespread public attention to the equlaity of schools. The schools examined in these cases reveal a complex interaction between the nature of the self-reflective activity the schools were engaged in (in this case, a National Education Association school review process entitled KEYS to Success in Schools), the contexts that shape the school, and the readiness on the part of school staff to engage in systematic reflection around issues that affect teaching and learning.The act of self-reflection in schools may not provide, by itself, a source of new ideas, alternative models, and a sense of what might be possible for the school to accomplish. Some external agent can often provide the impetus for (or constrain) the actions of school staffs in examining their programs and capacity for renewal. The acts and outcomes of self-reflection are inevitably guided and/or constrained by various contexts (including the school's history, culture, structure, and supports and pressures provided from communities, districts, and states).

"This important book explores the fundamental reasons why our secondary schools look and work in the ways that they do, and synthesizes a substantial body of research in a highly readable form. It should be part of every secondary administrator's bookshelf and every university's preparation program."Karen Seashore Louis, Professor and DirectorCenter for Applied Research and Educational ImprovementCollege of Education and Human DevelopmentUniversity of Minnesota, Minneapolis

A groundbreaking, research-based discussion on high school reform!

For too long, high school reform has been based on concepts and philosophies with no undergirding in solid research. Murphy and his colleagues have changed all that as they discuss how reform based on empirical evidence and a robust set of theories can create productive high schools for all students.

The authors focus on core technologies of learning and teaching, organizational systems, and the institutional linkages between schools and their environments. Using current research and case studies from successful schools, they show how to construct models of learning-driven school communities that encourage excellence. The analysis focuses on classroom dynamics of engaged learning and teaching and the necessary steps to create a personalized academic high school.

Key concepts cover:

Defining the learning imperative Developing humanized and intellectual relationships for learning Laying the groundwork for dynamic, adaptive change Building linkages with home and family

The Productive High School offers a clear, concise understanding of what it will take to achieve meaningful learning. Practicing educators, parents, policymakers, researchers, and concerned citizens will find this a valuable and comprehensive resource of high school reform that works.

"This important book explores the fundamental reasons why our secondary schools look and work in the ways that they do, and synthesizes a substantial body of research in a highly readable form. It should be part of every secondary administrator's bookshelf and every university's preparation program."Karen Seashore Louis, Professor and DirectorCenter for Applied Research and Educational ImprovementCollege of Education and Human DevelopmentUniversity of Minnesota, Minneapolis

A groundbreaking, research-based discussion on high school reform!

For too long, high school reform has been based on concepts and philosophies with no undergirding in solid research. Murphy and his colleagues have changed all that as they discuss how reform based on empirical evidence and a robust set of theories can create productive high schools for all students.

The authors focus on core technologies of learning and teaching, organizational systems, and the institutional linkages between schools and their environments. Using current research and case studies from successful schools, they show how to construct models of learning-driven school communities that encourage excellence. The analysis focuses on classroom dynamics of engaged learning and teaching and the necessary steps to create a personalized academic high school.

Key concepts cover:

Defining the learning imperative Developing humanized and intellectual relationships for learning Laying the groundwork for dynamic, adaptive change Building linkages with home and family

The Productive High School offers a clear, concise understanding of what it will take to achieve meaningful learning. Practicing educators, parents, policymakers, researchers, and concerned citizens will find this a valuable and comprehensive resource of high school reform that works.

In recent years, students and practitioners of educational administration have expressed concern over the increasing number and complexity of ethical dilemmas confronting school leaders. The authors of this book examine various university programmes implemented by 42 educational administration departments, designed to discover how to equip students to deal with such challenges. Ethics in Educational Leadership Programs will prove invaluable reading for those concerned with the nature of ethics and values in school administration.

In recent years, students and practitioners of educational administration have expressed concern over the increasing number and complexity of ethical dilemmas confronting school leaders. The authors of this book examine various university programmes implemented by 42 educational administration departments, designed to discover how to equip students to deal with such challenges.

Ethics in Educational Leadership Programs will prove invaluable reading for those concerned with the nature of ethics and values in school administration.

 

Presents a thorough explanation of school-based management (SBM). Makes this complicated process easy to understand. Learn how to apply it in your school.

Beck and Murphy focus on four specific conditions that are crucial to any successful school: * Strong, yet approachable leadership * Capacity-building resources for teaching * Commitment to school and community * Powerful, consistent focus on learning This new book builds on research reported by the authors in their earlier book, School-Based Management as School Reform. And it goes further--to provide an in-depth investigation into the workings of a school that is making a success of SBM. Using "Jackson" Elementary school (not its real name) as an example, the authors help you understand how people and policies are reshaping education; and they show how you can begin to transform your school. They offer you an inside look at how Jackson Elementary is remaking itself by changing the behaviors and attitudes of its students, teachers, and parents--and creating genuine school reform. The educators and students at Jackson will give you insights about genuine school reform that you won′t get from reading research findings. You′ll learn how to create and enhance successful reform at your school.

Beck and Murphy focus on four specific conditions that are crucial to any successful school: * Strong, yet approachable leadership * Capacity-building resources for teaching * Commitment to school and community * Powerful, consistent focus on learning This new book builds on research reported by the authors in their earlier book, School-Based Management as School Reform. And it goes further--to provide an in-depth investigation into the workings of a school that is making a success of SBM. Using "Jackson" Elementary school (not its real name) as an example, the authors help you understand how people and policies are reshaping education; and they show how you can begin to transform your school. They offer you an inside look at how Jackson Elementary is remaking itself by changing the behaviors and attitudes of its students, teachers, and parents--and creating genuine school reform. The educators and students at Jackson will give you insights about genuine school reform that you won′t get from reading research findings. You′ll learn how to create and enhance successful reform at your school.

The primary purpose of this study is to learn from the experiences of schools across the U.S. that are engaged in a largely process-oriented reform strategy. Schools vary in their capacity for productive self-reflection. The authors examine the process of self-assessment that many schools engaged in during this time of widespread public attention to the equlaity of schools. The schools examined in these cases reveal a complex interaction between the nature of the self-reflective activity the schools were engaged in (in this case, a National Education Association school review process entitled KEYS to Success in Schools), the contexts that shape the school, and the readiness on the part of school staff to engage in systematic reflection around issues that affect teaching and learning.The act of self-reflection in schools may not provide, by itself, a source of new ideas, alternative models, and a sense of what might be possible for the school to accomplish. Some external agent can often provide the impetus for (or constrain) the actions of school staffs in examining their programs and capacity for renewal. The acts and outcomes of self-reflection are inevitably guided and/or constrained by various contexts (including the school's history, culture, structure, and supports and pressures provided from communities, districts, and states).