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UnCommon Theory of School Change: Leadership for Reinventing Schools [Kietas viršelis]

3.93/5 (15 ratings by Goodreads)
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  • Formatas: Hardback, 160 pages, aukštis x plotis x storis: 231x160x12 mm, weight: 330 g
  • Išleidimo metai: 19-Apr-2019
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807761737
  • ISBN-13: 9780807761731
Kitos knygos pagal šią temą:
UnCommon Theory of School Change: Leadership for Reinventing SchoolsDidesnis paveikslėlis
  • Formatas: Hardback, 160 pages, aukštis x plotis x storis: 231x160x12 mm, weight: 330 g
  • Išleidimo metai: 19-Apr-2019
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807761737
  • ISBN-13: 9780807761731
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780807761731.html
Raktažodžiai:
"This is a book for activists and educators who not only think schools need to be improved but are also fiercely committed to their reinvention and hopeful that it can be achieved"--

This book is for educators who believe that schools need to be improved and are hopeful that real change can be achieved. The authors argue that if educators want to create more equitable, socially just, and learner-focused schools, then they need a more robust, transformational theory of school change—an UnCommon Theory. After describing the limits of current school improvement initiatives, the authors explain what is needed to actually engage in deeper school reinvention work. They take a deep dive into the most difficult work that school leaders do: questioning, rethinking, and reinventing the fundamental assumptions upon which our schools are built. The result is a practical book that provides readers with the knowledge and tools needed to do more than just tinker at the edges of school improvement.

Book Features:

  • Provides a unique conceptual framework (the Deep Dive) that helps educators understand what it takes to challenge the pervasive standards-based school reform model.
  • Advocates for an approach to school reform that brings together adult developmental theory, transformational learning theory, and social change theory.
  • Shares the stories of activist leaders and the strategies, tools, and approaches they have used successfully in a variety of settings.
  • Includes diagrams and graphics that enhance understanding and make concepts memorable.

Recenzijos

provides the reader with an alternative to the well-practiced Common Theory of school reformThe stories shared in each chapter provide the reader with real-life examples of how the three components of the deep dive can be used to reinvent schools. Moreover, the book offers an approach to change that can make a difference in the way our students are educated."



Teachers College Record Articulates clear behaviors to show leaders how and when they might work differently as they manage their most tangled dilemmas in the schools.



School Administrator

Foreword vii
Joseph P. McDonald
Preface ix
Acknowledgments xi
1 Navigating the Waters of School Change
1(13)
The 21st-century Context for Schools
2(2)
What is the Common Theory for Improving Schools?
4(7)
What This Book Is About: An UnCommon Theory of School Change
11(3)
2 The Deep Dive: An UnCommon Theory
14(13)
Where the Common Theory Ends and the UnCommon Theory Begins
14(1)
Challenging the Common Theory and "Solutionitis"
15(1)
The UnCommon Theory: Exploring the Deep Dive in Schools
15(7)
Theory and Practice: The Deep Dive in Context
22(1)
Deep Dives Over Time
23(4)
3 Observing: The First Phase of the Deep Dive
27(15)
Observing at Prospect Hill Academy
27(1)
Observing at Mathis High School for International Studies
28(2)
Observing Culture, Building Capacity, and Managing Anxiety
30(11)
Culture, Capacity, and Anxiety: It All Works Together
41(1)
4 Observing: In Practice
42(14)
Tools for Observing and Uncovering
43(3)
Protocols in Action: A Trajectory of Risk
46(7)
Supporting Observing with Protocols
53(2)
Preparing for the Turn: The Second Phase of the Deep Dive
55(1)
5 Turning: The Second Phase of the Deep Dive
56(11)
The Turn at Atlanta Neighborhood Charter School
57(1)
The Turn at North Reading Middle School
58(1)
School Culture
59(3)
What to Expect in the Turn
62(4)
Why Is This So Hard?
66(1)
6 Turning: In Practice
67(15)
Shaping Culture
68(4)
Developing External Capacity
72(3)
Managing Anxiety
75(5)
A Final Word About Turning
80(2)
7 Enacting: The Third Phase of the Deep Dive
82(11)
Enacting the Future at Attucks Middle School
83(1)
Enacting the Future at Barrow Elementary School
84(1)
Enacting and Realizing the Dimensions of Culture, Capacity, and Anxiety
85(1)
Utilizing Strategies for Enacting the Future
86(6)
Enacting a Better Future
92(1)
8 Enacting: In Practice---Co-Enacting
93(12)
Co-Enacting a Better Future at Barrow Elementary School
93(3)
Co-Enacting a Better Future at Attucks Middle School
96(1)
Co-Enacting an Aspirational Future
97(7)
The Good News About This Hard Work: Creating Enduring Capacity
104(1)
9 A Book for Activists
105(14)
Beyond Turning Up The Heat
106(1)
Contradictory Advice on Navigating the Deep Dive
107(8)
Reminders About Contradictory Advice and Reframing
115(1)
What Was It All About?
116(3)
References 119(4)
Index 123(6)
About the Authors and the Educators Profiled 129
Kevin Fahey, professor emeritus at Salem State University, works with school leaders to use critical friendship, facilitative leadership, and equitable practice to lead student, adult, and organizational learning. Angela Breidenstein is a professor of education at Trinity University in San Antonio, Texas. Jacy Ippolito is an associate professor and department chair at Salem State University, where he coordinates programs in educational leadership. Frances Hensley was a founding member and director of the School Reform Initiative.