Examining What We Do to Improve Our Schools

Eight Steps from Analysis to Action
1. Auflage 2009
ISBN: 978-1-59667-135-5
Verlag: Taylor & Francis

Buch, Englisch, 128 Seiten, Format (B × H): 175 mm x 249 mm, Gewicht: 272 g

This book shows school leaders how they can infuse their daily practice with an examination of the actions they take to improve their schools. It identifies eight steps that inform the school improvement process and boost student achievement.

These steps provide a framework for examining school improvement as part of a genuine process with meaning and value for all those involved.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Harris, Sandra

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Datenanalyse, Datenverarbeitung

Inhaltsverzeichnis

Chapter 1 Examining the Work: Setting the Foundation; Chapter 2 Examining the Work: Analyzing Data; Chapter 3 Examining the Work: Developing Deeper Understanding; Chapter 4 Examining the Work: Engaging in Self-Reflection; Chapter 5 Examining the Work: Exploring Programmatic Patterns; Chapter 6 Examining the Work: Determining Direction; Chapter 7 Examining the Work: Taking Action for School Improvement; Chapter 8 Examining the Work: Sustaining Improvement;

Über Autor(innen)

Sandra Harris is Professor and Director of the Center for Doctoral Studies in Educational Leadership at Lamar University in Beaumont, Texas, where she teaches courses in social justice and qualitative research. Formerly, she served as a teacher, principal, and superintendent in public and private schools. Her scholarship agenda includes administrator preparation and building relationship-oriented, socially-just school environments. She has authored or co-authored over 100 journal articles and book chapters as well as 15 books including BRAVO Teacher, BRAVO Principal, and Managing Conflict: 50 Strategies for School Leaders. She presents at regional, state, and national conferences on these and other related topics, in addition to consulting with school districts.,

Stacey L. Edmonson is Professor and Director of the Center for Research and Doctoral Studies in Educational Leadership at Sam Houston State University in Huntsville, Texas, where she teaches courses in qualitative research, instructional theory, and school law. Formerly, she has been a central office administrator, principal, and teacher in Texas public schools. Her research interests include stress and burnout among educators, legal issues in education, and educator ethics. She has authored several books and articles and presents at regional, state, and national conferences on these and other related topics, in addition to consulting with school districts.,

Julie P. Combs is currently Assistant Professor of Educational Leadership at Sam Houston State University. Prior to her position in higher education, she served as a campus principal for 10 years. She has given over 75 international, national, state, and local presentations, one-half of which include consultations with schools and districts. She has published numerous journal articles, book chapters, and co-authored the book, Managing Conflict: 50 Strategies for School Leaders. Her current research interests include trust and leadership, the roles and