ERIC Number: ED439493
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
The New Structure of School Improvement: Inquiring Schools and Achieving Students.
Joyce, Bruce; Calhoun, Emily; Hopkins, David
Site-based management has failed to generate change significant enough to increase student learning even where principals, leadership teams, and faculties have had extensive Organizational Development training. The problem may lie in the nature of the workplace rather than in the reasonableness of the theory. This work presents a structure of school improvement built by comparing the differences between schools that regularly generate unexpectedly high levels of student learning and those where student learning is normal. The former schools are self-renewing, and the process creates ongoing, disciplined inquiry, promoting the continuous study of student learning and initiatives to improve achievement in academic, personal, and social fields. Schools as workplaces include study time for teachers, continuous staff development, and schools governed by staff, parents, community agencies, business partners, and local district personnel. (Contains a 27-page bibliography and an index.) (DFR)
Descriptors: Academic Achievement, Board of Education Policy, Elementary Secondary Education, Foreign Countries, School Effectiveness, Student Improvement
Taylor and Francis Group, 7625 Empire Drive, Florence, KY 41042 ($29.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); Web site: http://www.taylorandfrancis.com/BOOKS/borders.htm; e-mail: firstname.lastname@example.org.
Publication Type: Books; Information Analyses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United States