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Innovation up Close [electronic resource] : How School Improvement Works / by A. Michael Huberman, Matthew B. Miles.

By: Contributor(s): Material type: TextSeries: Environment, Development and Public Policy: Public Policy and Social ServicesPublisher: New York, NY : Springer US : Imprint: Springer, 1984Edition: 1st ed. 1984Description: XX, 312 p. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781489903907
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 150 23
LOC classification:
  • BF1-990
Online resources:
Contents:
1. Introduction -- 2. Twelve Brief Case Histories -- 3. Before Implementation -- 4. The Implementation Process -- 5. Transformations over Time -- 6. The Outcomes of School Improvement -- 7. Why School Improvement Succeeds or Fails -- 8. What Have We Learned? Summary and Integration of Findings -- References -- Appendix A. Data Collection Effort and Methods, by Site -- Appendix B. Sensitizing Codes and Operational Definitions -- Appendix C. Example of a Causal Network with Associated Text.
In: Springer Nature eBookSummary: School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im­ proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from ;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end­ less. Furthermore, the issues are not merely technical, but normative and po­ litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be.
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1. Introduction -- 2. Twelve Brief Case Histories -- 3. Before Implementation -- 4. The Implementation Process -- 5. Transformations over Time -- 6. The Outcomes of School Improvement -- 7. Why School Improvement Succeeds or Fails -- 8. What Have We Learned? Summary and Integration of Findings -- References -- Appendix A. Data Collection Effort and Methods, by Site -- Appendix B. Sensitizing Codes and Operational Definitions -- Appendix C. Example of a Causal Network with Associated Text.

School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im­ proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from ;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end­ less. Furthermore, the issues are not merely technical, but normative and po­ litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be.

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