How Schools Succeed considers a broad conception of educational context, taking into consideration work environment, facilities, and space as well as the interpersonal, social, and organizational settings in which teaching and learning occur.
How Schools Succeed considers a broad conception of educational context, taking into consideration work environment, facilities, and space as well as the interpersonal, social, and organizational settings in which teaching and learning occur.
Using the authors' "Model of Influence," a four level hierarchy, they suggest that students can be taught to be more civil, compassionate, and courageous, and can move from developing a consciousness about these attributes into embracing influence and taking bold action.
Using the authors' "Model of Influence," a four level hierarchy, they suggest that students can be taught to be more civil, compassionate, and courageous, and can move from developing a consciousness about these attributes into embracing influence and taking bold action.
As ironic as it may seem, very few academic leaders have had any formal training in academic administration, or in any kind of administration at all. For the most part, academic administrators learn on the job. They also seek advice wherever they can get it. The purpose of this book is to offer such advice.
As ironic as it may seem, very few academic leaders have had any formal training in academic administration, or in any kind of administration at all. For the most part, academic administrators learn on the job. They also seek advice wherever they can get it. The purpose of this book is to offer such advice.
A Step-by-Step Guide to the School Turnaround Process
This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process.
A Step-by-Step Guide to the School Turnaround Process
This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process.
These same conditions have impacted district and school leadership. This pragmatic book offers a road map to identify, design, and strengthen skills for district and school leadership. It is very readable, eminently sensible, and provides sound philosophical advice to support and sustain growth in leadership teams in any school or district.
