The structure of school improvement:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York u.a.
Longman
1983
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturverz. S. 266 - 287 |
| Beschreibung: | XIII, 290 S. |
| ISBN: | 0582280923 |
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Datensatz im Suchindex
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| adam_text | Titel: The structure of school improvement
Autor: Joyce, Bruce R
Jahr: 1983
Contents
Foreword by John I. Goodlad ix
Acknowledgments xiii
PART I SETTING THE STAGE 1
The improvement of schools takes place in a social context that both
impels the improvement of education and complicates the process. We
open with the current theoretical and empirical bases for establishing
a process of school improvement as a part of the regular business of
educational life. Our strategy depends on the development of an
organization that we will call the Responsible Parties to scrutinize
the health of each school and oversee its improvement. The Responsi¬
ble Parties examine the program of the school and make decisions
about how to refine it so as to make it more effective, renovate
particular curriculum areas, and, eventually, redesign the entire edu¬
cational program.
1 School Improvement as a Way of Life 3
Deals with the social forces that promote improvement and retard
it. Calls for the establishment of a school committee to oversee
the health of the schools and to make the continuous minor im¬
provements that get the educational process under control, build
strong staff development programs that enable teachers to imple¬
ment new curricular and instructional processes, and make major
curricular and instructional changes when those are deemed nec¬
essary.
2 A Realistic Beginning 12
A brief case study of a school. This case will be analyzed
throughout the next several chapters as we discuss the nature of
effective schools, the history of school improvement, and the
means of establishing school improvement as a normal part of
educational life.
iii
iv
CONTENTS
3 What Makes Some Schools and Teachers More Effective?
This chapter summarizes the research on effectiveness in school¬
ing and teaching including attention to: academic and social
goals, order and discipline, expectations for students, teachers
feelings of efficacy, an atmosphere of caring, rewards and incen¬
tives, leadership, community support, involvement in academic
pursuits, out of school activities, monitoring of student progress,
curriculum organization, teaching strategies, and student respon¬
sibility.
4 A Short History of School Improvement
The long history of school improvement attempts has left us with
knowledge about how to build effective strategies for refining,
renovating, and redesigning schools and a legacy of educational
models or approaches that are theoretically grounded or empiri¬
cally based. A variety of visions of effective schools provide us
with templates we can use to examine the health of the school
program as we organize to improve it.
Part II ESTABLISHING THE PROCESS
Historical attempts to improve schools are combined with empirical
studies of the school as an organization to give us a base on which
we can develop a strategy for school improvement that has a rea¬
sonable likelihood for effectiveness. We see how the organization of
schools promotes homeostatic forces, that is, forces that keep behavior
within narrow bounds and inhibit changes. An effective strategy
must deal with those forces and establish a homeostasis of improve¬
ment.
5 Homeostatic Forces and School Improvement
The study of organizations has begun to provide us with an
understanding of the internal systems of human groups, the be¬
havior of managers, and the interaction between organizations
and the society that surrounds them.
We synthesize research and opinion into a description of the
homeostatic forces that exist within organizations and around
them and inhibit change. Then we consider the means for over¬
coming these forces and establishing a homeostasis of change.
6 Three Stages of School Improvement
Three stages of school improvement are identified:
Stage One: Refinement. It is entered into when the school
falls short of basic criteria for effectiveness and has little history
of school improvement. The operation is refined productively and
the improvement process is established.
Contents
v
Stage Two: Renovation. Curriculum areas are systematically
analyzed and steps taken to strengthen them. Staff development
is embedded into the operation of the school. This stage estab¬
lishes the school improvement process as routine.
Stage Three: Redesign. Changes in the society and the devel¬
opment of educational technologies are considered by the Respon¬
sible Parties as they reflect on the overall mission of the school
and the development of educational designs for the future.
We analyze the tasks involved in making each one of these
stages come to pass.
PART III STAGE ONE. REFINING THE SCHOOL 105
In this stage a school improvement committee is established, the
health of the school is scrutinized, using information about effective
teaching in schools, and plans are made and carried out to refine the
program.
7 The Social Dimension of Quality Education 107
What is taught and how it is taught are critical to the success of
schools, but many of the qualities that make a difference reside in
the social climate of the school as a whole. What has sometimes
been called the hidden curriculum is really a major part of the
educational experience of children. The social climate of the
Cameo School is analyzed in terms of the social dimensions that
lead to effective education.
8 First Steps in Instructional Improvement 122
The Responsible Parties analyze the educational program of
another school and take steps to improve the basic skills areas of
reading and arithmetic. They select and implement a curriculum
that will increase the engagement of the students in activities
appropriate to their ability and achievement levels and make pro¬
visions for individual differences in learning style. The process of
school improvement is beginning to be established and through a
scenario, we visit a school that is passing from Stage One to
Stage Two.
PART IV STAGE TWO. RENOVATING THE SCHOOL 135
Staff development is established, the faculty is built into a problem-
solving unit, the curriculum areas are systematically studied and
improved.
9 Effective Staff Training for School Improvement 137
Research on training has given us principles for operating effec¬
tive programs that enable teachers to transfer new content and
vi
CONTENTS
skills into their teaching. We analyze this research and present a
paradigm for organizing effective staff development.
10 Staff Development as a Regular Event 151
The growth states of teachers are critical to the education of
children. A great deal of energy devoted to staff development
needs to be directed toward ways of helping teachers maintain a
lively state of growth and weld the faculty into a problem-
solving unit.
11 Rebuilding the Curriculum 174
The Responsible Parties examine curriculum areas and make de¬
cisions to improve them: Scenarios.
12 Avoiding Disaster 200
Our purpose is to enable schools to become congenial settings
for sensible initiatives from within and without. A major na¬
tional initiative, popularly called mainstreaming, provides re¬
sources to schools to enable students with special needs to be
educated under the least restrictive conditions possible. We pre¬
sent case studies of several schools as they struggle to respond.
The cases illustrate the problems that occur when an initiative
arrives in schools where the process of improvement is not well
established.
PART V STAGE THREE. REDESIGNING THE SCHOOL 211
Once the process of school improvement has been established and the
school meets basic effectiveness criteria and can improve its cur¬
riculum areas at will, the Responsible Parties are ready to examine
the missions and means of the school, consider the possibilities in
current technology and examine social change. A number of very
powerful options are available which involve changes more radical
than specific improvements in the social system and the curriculum
areas.
13 Alternative Forms of Schooling 213
Scenarios are presented of schools where teachers and resources
are organized to make maximum use of the teacher and provide
students with the most contemporary learning technologies. We
examine the social climate necessary to weld students, teachers,
and resources and to generate a meaningful personal education
using the best in our technical options.
Contents
vii
14 Technology-Based Education Comes of Age 236
The array of new technologies potentially changes the relation¬
ship between schools, teachers, the community, and children.
Developments such as the Open University of Britain, and
mediated extention services of universities and higher schools
have shown us the way to provide learners with much greater
access to information, expert instruction, and self-development
than have hitherto been possible.
15 The Spectrum of School Missions 250
Long run school improvement depends on long-term planning
and the development of committees of Responsible Parties who
never cease their efforts to make the school more effective.
School improvement, however, is not simply a technical exercise
but one of social improvement.
We identify alternative missions for guiding the program of
the school and discuss the implications of selecting various ones
for the organization of the school of the future.
EPILOGUE: SOCIAL VISION AND THE
IMPROVEMENT OF SCHOOLS 264
What we believe and how we think about our beliefs will extend our
possibilities or set limits on our imagination. We deal for a brief
time with the context of school improvement in American society.
Bibliography 266
Index 288
|
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| spelling | Joyce, Bruce R. Verfasser aut The structure of school improvement Bruce R. Joyce ; Richard H. Hersh ; Michael KacKibbin* New York u.a. Longman 1983 XIII, 290 S. txt rdacontent n rdamedia nc rdacarrier Literaturverz. S. 266 - 287 Enseignants - Sélection et nomination Enseignement - Innovations Programmes d'études - Planification Technologie éducative Lehrer Curriculum planning Educational technology School improvement programs Teachers Selection and appointment Curriculumplanung (DE-588)4148410-1 gnd rswk-swf Schulreform (DE-588)4053539-3 gnd rswk-swf Innovation (DE-588)4027089-0 gnd rswk-swf Unterrichtstechnologie (DE-588)4078641-9 gnd rswk-swf Unterrichtstechnologie (DE-588)4078641-9 s Innovation (DE-588)4027089-0 s DE-604 Curriculumplanung (DE-588)4148410-1 s Schulreform (DE-588)4053539-3 s Hersh, Richard H. Verfasser aut Kac Kibbin, Michael Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=002340566&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Joyce, Bruce R. Hersh, Richard H. Kac Kibbin, Michael The structure of school improvement Enseignants - Sélection et nomination Enseignement - Innovations Programmes d'études - Planification Technologie éducative Lehrer Curriculum planning Educational technology School improvement programs Teachers Selection and appointment Curriculumplanung (DE-588)4148410-1 gnd Schulreform (DE-588)4053539-3 gnd Innovation (DE-588)4027089-0 gnd Unterrichtstechnologie (DE-588)4078641-9 gnd |
| subject_GND | (DE-588)4148410-1 (DE-588)4053539-3 (DE-588)4027089-0 (DE-588)4078641-9 |
| title | The structure of school improvement |
| title_auth | The structure of school improvement |
| title_exact_search | The structure of school improvement |
| title_full | The structure of school improvement Bruce R. Joyce ; Richard H. Hersh ; Michael KacKibbin* |
| title_fullStr | The structure of school improvement Bruce R. Joyce ; Richard H. Hersh ; Michael KacKibbin* |
| title_full_unstemmed | The structure of school improvement Bruce R. Joyce ; Richard H. Hersh ; Michael KacKibbin* |
| title_short | The structure of school improvement |
| title_sort | the structure of school improvement |
| topic | Enseignants - Sélection et nomination Enseignement - Innovations Programmes d'études - Planification Technologie éducative Lehrer Curriculum planning Educational technology School improvement programs Teachers Selection and appointment Curriculumplanung (DE-588)4148410-1 gnd Schulreform (DE-588)4053539-3 gnd Innovation (DE-588)4027089-0 gnd Unterrichtstechnologie (DE-588)4078641-9 gnd |
| topic_facet | Enseignants - Sélection et nomination Enseignement - Innovations Programmes d'études - Planification Technologie éducative Lehrer Curriculum planning Educational technology School improvement programs Teachers Selection and appointment Curriculumplanung Schulreform Innovation Unterrichtstechnologie |
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