Leadership For Low Performing Schools
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📒Leadership For Low Performing Schools ✍ Daniel L. Duke
✏Leadership for Low Performing Schools Book Summary : No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs. 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. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.
📒Improving Achievement In Low Performing Schools ✍ Randolph E. Ward
✏Improving Achievement in Low Performing Schools Book Summary : Focus on improving achievement, aligning teaching and learning with student performance, creating secure facilities, and forging links with the community with this excellent resource.
📒Principal Leadership And Teacher Expectancy In Low Performing Schools ✍ Kara S. Finnigan
✏Principal Leadership and Teacher Expectancy in Low Performing Schools Book Summary : The study examines the relationship between principal leadership and teacher expectancy within Chicago's accountability context. Current school accountability policies assume that the threat of sanctions will motivate teachers to improve. The study uses expectancy theory, which suggests that any impact on motivation will be constrained by teachers' beliefs about their students' ability to learn and about their own ability to influence learning. Using qualitative data, the paper discusses the experiences of teachers in three schools placed on probation to understand the relationship between expectancy and leadership. The findings indicate a relationship between certain types of principal leadership (e.g., instructional leadership, support, and trust) and teacher expectancy. These findings have important implications for principals and policymakers in the current policy context. (Contains 1 table and 13 footnotes.).
📒Leading School Turnaround ✍ Kenneth Leithwood
✏Leading School Turnaround Book Summary : A recent study estimates that the number of schools who miss the AYP mark will more than double to 5,000 schools in 2009-2010. Applying the turnaround processes successfully used in the corporate world to the education market, Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning their low-performing schools around. Presenting new evidence from a series of studies conducted in the US, Canada, and England, the book gives leaders tools to guide their schools to higher levels of achievement.
✏International Perspectives on Leading Low Performing Schools Book Summary : Research is clear: School leadership quality matters. However, our knowledge of effective school leadership remains limited in at least three substantial ways. First, our understanding of school leadership effectiveness generally and school principal effectiveness specifically is limited to Western contexts, primarily North America and western European ones. Second, even in the confines of Western research and context, there has been relatively little specific focus on effectively leading low-performing schools. Third, even the conceptualization of leadership—do we mean the school principal, an administrative team, or a broader school leadership team—is a key factor in how we define and respond to the challenge of leading in low-performing schools. This book advances discussion and disseminates knowledge and global perspectives on what school leadership looks like, how it is enacted and under what circumstances, and when or where lessons might be portable. We anticipate this book having wide appeal for researchers, policymakers, and practitioners considering school leadership and how to support it effectively. The chapters suggest a noticeable level of convergence globally on how to lead low-performing schools effectively. Yet, there are clear political and culture differences that add significant gradation to how school leaders might enact best practice locally or inform policymakers and systems leaders about how to set up school leaders for success and subsequently support them. This book is one of the first that prioritizes the universality and nuance of leading low-performing schools globally.
📒Educational Leadership Culture And Success In High Need Schools ✍ Elizabeth T. Murakami
✏Educational Leadership Culture and Success in High Need Schools Book Summary : The exploration of the intersection of leadership practices from the school principal and other educators, the school culture, and the school success across different high-need contexts and cultures make this volume unique. Chapters in this volume present original investigations or reanalysis of empirical research enhancing our understanding of the interrelationship between leadership, culture and success through descriptions of practice that can contribute to lessons in leadership for school improvement. When considering a culture of success, leadership that focuses on impacting schools in high-need areas bring about lessons on how to create sustainable environments for student learning in challenging contexts. High-need schools include not only socioeconomic challenges influencing the performance of students. It includes multiple external and internal factors impacting leaders, teachers, students, and their families, affecting the management of structures, processes, and most importantly, learning. In the quest to improve high-need schools, and understand strategies for principals dedicated to a variety of contexts, this volume brings lessons with application for researchers, policy-makers, and practitioners who want to join in the quest to improve the quality of education among worldwide communities.
📒Jsl Vol 19 N5 ✍ JOURNAL OF SCHOOL LEADERSHIP
✏Jsl Vol 19 N5 Book Summary : The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
📒Differentiating School Leadership ✍ Daniel L. Duke
✏Differentiating School Leadership Book Summary : Use “organizational diagnostics” for applying differentiated leadership to four high-level priorities: preventing school decline, turning around a low-performing school, sustaining improvements, and designing a new school.
📒Turnaround Principals For Underperforming Schools ✍ Rosemary Papa
✏Turnaround Principals for Underperforming Schools Book Summary : There's no mystery in turning around low-performing or failing schools, but there are also no recipes. In Turnaround Principals for Underperforming Schools Rosemary Papa and Fenwick English identify the essential ingredients for success. The causesof failure are complex and interactive. Schools are not inert structures but living organisms. Putting schools back together is a collaborative venture. It takes a team to turn around a school, but it all begins with the leadership. The key to success rests in a school leader who has a fundamental understanding of the dynamics of schooling, human motivation, and possesses the resiliency and energy to engage in altering the internal landscape of an unsuccessful school. Two veteran educators have put together a work based on their research and experience for the past half-century. They pull no punches. The challenge is not only to turn low-performing or failing schools around, but to enable them to become more socially just places for all students.
📒The Eternal Divorce ✍ J. Gentile Everett
✏The Eternal Divorce Book Summary : The centuries-old debate over what role, if any, religion has in public schools has been supported and refuted in many legal, educational and religious arenas. For many of us who attended school- both pre- and post separation of church and state- have had the opportunity to experience public schools with religion at the core of its existence, and then with religion becoming a word that could not be linked with educating public school children. However, history has captured the relationship of religion and education, and how the two have married and produced, then separated itself from public schools.