School Districts and Instructional RenewalAmy M. Hightower Contrary to the widespread perception of school districts as rigid bureaucracies and obstacles to reform, this volume shows how school districts can and do make essential contributions to the renewal and enhancement of American education. In this unique and very timely volume, an authoritative group of contributors presents and analyzes emerging evidence on district policy and leadership. |
Contents
The District Role in Instructional Renewal | 1 |
PART I | 7 |
PART II | 41 |
The District as a Professional Learning Laboratory | 61 |
Systemic Instructional Change | 76 |
A Teaching Quality | 94 |
Constraints and Opportunities in Changing Policy | 111 |
as Teacher Educator | 129 |
A Cognitive | 143 |
Reforming Districts | 173 |
The District Role in Instructional Renewal | 193 |
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activities agenda align Alvarado assessment Balanced Literacy program Bay Area districts beginning teachers Bersin Center central office Chapter Chicago Chicago Public Schools Chicago School classroom coaches Consortium context Copyright Clearance Center create culture curricular curriculum district administrators district and school district leaders district policy district reform districtwide Elmore & Burney example focus focused frameworks Genre Studies goals Haven implementation initiative Institute instructional change instructional improvement instructional reform instructional renewal knowledge language arts learning community math mathematics McLaughlin ment mentor Midview needs norms organizations PDOs perspective practice profes professional development professional learning Prospect Harbor quasi-behaviorist reforming districts Resnick responsibility rural San Diego school board school districts school reform school-level Spillane staff development standards strategies structures student learning superintendent systemwide teacher education teacher learning teaching and learning theory tion trict trustees understanding urban districts urban school districts WASL workshops
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Page 212 - These examples come from three national research centers the Consortium for Policy Research in Education (CPRE) at the University of...
Page 212 - Policy and a Faculty Fellow at the Institute for Policy Research at Northwestern University.
Page 213 - Scholar and Co-Director of the Center for Research on the Context of Teaching (CRC) at Stanford University. She studies ways in which teachers' work and professional careers are shaped by organizational, policy, and collegial contexts.