ERIC Number: ED438618
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
School Reform behind the Scenes. The Series on School Reform.
McDonald, Joseph P.; Hatch, Thomas; Kirby, Edward; Ames, Nancy; Haynes, Norris M.; Joyner, Edward T.
This book is intended for those who are worried about the state of schools and who want to improve them. It focuses on the Authentic Teaching, Learning and Assessment (ATLAS) program, which brought together the most successful ideas and practices of four partner organizations (Education Development Center, School Development Program, Harvard Project Zero, and Coalition of Essential Schools). Four of the book's chapters focus on these ATLAS organizations. Each chapter is the product of a collaboration between some program outsiders and at least one insider. The first chapter focuses on the ATLAS program's creation. This chapter not only presents ATLAS as it has become, but also looks closely at the processes that brought it into being. Chapters 2 and 3 examine two organizations that seem, on the surface, to be similar yet have some interesting differences. Chapter 4 examines a school-reform venture that was derived from a research program, and chapter 5 tells the organizational story of the ATLAS program, focusing on the craft knowledge of change of some of the organizations' most senior staff. Chapter 6 offers an account of the struggle of the four organizations to "become ATLAS," and also provides a portrait of a fifth organization born of the effort. (Contains an index and 63 references.) (RJM)
Descriptors: Educational Administration, Educational Change, Educational Improvement, Educational Innovation, Elementary Secondary Education, Excellence in Education, Improvement Programs, Instructional Improvement, Program Descriptions
Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($47). Tel: 800-575-6566; Fax: 802-864-7626; e-mail: firstname.lastname@example.org; Web site: http://tc-press.tc.columbia.edu/noframes.html.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A