Informationen zum Autor Linda Darling-Hammond is Charles E. Ducommun professor of education at Stanford University, faculty sponsor for the Stanford Teacher Education Program, and director of the Center for Teacher Education and School Reform. She is author of 9 other books, including The Right to Learn: A Blueprint for Creating Schools that Work, and more than 200 journal articles, book chapters, and monographs on issues of educational policy and practice.Amy M. Hightower is an assistant director at the American Federation of Teachers, working on labor/management collaborations and accountability. Jennifer L. Husbands is the director of Site Support for High Tech High Learning, where she leads professional development and teacher credentialing programs for a network of small, high-performing charter schools around the country. She is a Ph.D. candidate in administration and policy analysis at Stanford University's School of Education and a former research assistant at the Center for Research on the Context of Teaching and the Center for Teaching and Policy (both at Stanford) and CREATE (Center for Research on Educational Equity, Assessment, and Teaching Excellence) at the University of California, San Diego. Jeannette R. LaFors is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for the Study of Teaching and Policy. Viki M. Young is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for Research on the Contexts of Teaching. Carl Christopher is associate director for Finance and Outreach of the Center for Teacher Education and School Reform at Stanford University. Klappentext This book aims to shed light on questions such as how leaders can develop and implement strategies to improve principals' and teachers' knowledge and skills in a systemic way, and how they can manage the process of reform in the complex environments that surround school systems today. The authors used for their example the study of a systemic reform initiative that was launched in San Diego, California in the late 1990's. The story presented in this book captures the early years of an ongoing reform. Inhaltsverzeichnis Part 1 List of Figures and Tables Part 2 Acknowledgments Chapter 3 1 Building Instructional Quality: A New Theory of Educational Improvement Chapter 4 2 Instructional Reform in San Diego City Schools: A Thoughtful Strategy for Change Chapter 5 3 Changing the System at the Top: Rethinking the District Chapter 6 4 Charting the Results of the Reform Chapter 7 5 Reform at the Elementary Level: Changing Practice! Changing Culture Chapter 8 6 Reform at the Middle School Level: From the Inside Out Chapter 9 7 The Teachers' View: Where Reform Hits the Road Chapter 10 8 Meeting the Needs of High Schools: Reforming the Reform Chapter 11 9 Conclusion Part 12 Appendix: San Diego City School District-Wide Student Performance! SAT-9 Part 13 References Part 14 Index Part 15 About the Authors ...

Klappentext

This book aims to shed light on questions such as how leaders can develop and implement strategies to improve principals' and teachers' knowledge and skills in a systemic way, and how they can manage the process of reform in the complex environments that surround school systems today. The authors used for their example the study of a systemic reform initiative that was launched in San Diego, California in the late 1990's. The story presented in this book captures the early years of an ongoing reform.

Inhalt

Part 1 List of Figures and Tables Part 2 Acknowledgments Chapter 3 1 Building Instructional Quality: A New Theory of Educational Improvement Chapter 4 2 Instructional Reform in San Diego City Schools: A Thoughtful Strategy for Change Chapter 5 3 Changing the System at the Top: Rethinking the District Chapter 6 4 Charting the Results of the Reform Chapter 7 5 Reform at the Elementary Level: Changing Practice, Changing Culture Chapter 8 6 Reform at the Middle School Level: From the Inside Out Chapter 9 7 The Teachers' View: Where Reform Hits the Road Chapter 10 8 Meeting the Needs of High Schools: Reforming the Reform Chapter 11 9 Conclusion Part 12 Appendix: San Diego City School District-Wide Student Performance, SAT-9 Part 13 References Part 14 Index Part 15 About the Authors