Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
List of Tables and Figures | p. ix |
Acknowledgments | p. xi |
About the Author | p. xiii |
Introduction | p. 1 |
Comprehensive School Reform | p. 2 |
Purpose and Focus of the Book | p. 3 |
Researching Reform Sustainability in Schools | p. 5 |
Organization of the Book | p. 6 |
Sustaining Change in Schools | p. 9 |
Two Decades of Reform Policies | p. 10 |
Comprehensive School Reform | p. 12 |
No Child Left Behind | p. 13 |
Effectiveness of Comprehensive School Reform | p. 14 |
Sustaining Reform | p. 16 |
Organizational Capacity and Sustaining Change in Schools | p. 17 |
Toward a Model of Sustainability | p. 19 |
State Infrastructure | p. 19 |
District Support | p. 19 |
School Leadership | p. 20 |
Faculty Commitment | p. 20 |
Gains-Perceived and Real | p. 21 |
Setting the Stage for School Reform | p. 23 |
School Reform and State Infrastructure | p. 25 |
High-Stakes Testing | p. 26 |
Low-Performing Schools | p. 27 |
Opportunity for Improvement Through Comprehensive School Reform | p. 28 |
Opting Out of Reform | p. 28 |
Poising for Reform | p. 30 |
Establishing Goals for Change | p. 30 |
Shopping for Models | p. 31 |
Buying In | p. 32 |
Funding Announcements | p. 33 |
Implementing Models | p. 35 |
Core Knowledge (CK) | p. 37 |
Success for All (SFA) | p. 38 |
America's Choice (AC) | p. 39 |
National Writing Project (NWP) | p. 40 |
Community for Learning (CFL) | p. 41 |
Issues Related to Model Selection | p. 42 |
Discussion of the State Context for School Reform | p. 43 |
Supporting Change in Schools | p. 47 |
Waterton County | p. 49 |
Reforming Schools | p. 50 |
District Staffing and Support Through Shared Vision | p. 51 |
CSR and School Autonomy | p. 53 |
Advocacy and Networking | p. 54 |
Preparing to Sustain Reform | p. 55 |
Burkett County | p. 56 |
Reforming Schools | p. 57 |
Support Through District Staffing | p. 57 |
District Strategies for School Improvement | p. 57 |
Support for School Reform | p. 59 |
Preparing to Sustain Reform Through Financial and Instructional Expertise | p. 59 |
District Support for Sustaining Change in Other Schools | p. 60 |
Discussion of District Support for Sustaining Reform | p. 62 |
Promoting Distributed Leadership | p. 65 |
Leadership for Change | p. 66 |
Distributed Leadership in Tipton Middle School | p. 68 |
The Principal | p. 68 |
The Instructional Team | p. 69 |
Developing Distributed Leadership in Greely Elementary School | p. 70 |
The Principal | p. 71 |
The Program Facilitator | p. 72 |
Principal Leadership for Reform | p. 72 |
Reform Facilitation | p. 74 |
Reform Facilitation and Administration | p. 74 |
Reform Facilitation and Teaching | p. 74 |
Boundary Maintenance and Work Overload | p. 76 |
Negotiation of Tasks and Responsibilities | p. 79 |
Managerial Tasks | p. 79 |
Collaborative Duties | p. 80 |
Supervisory Responsibilities | p. 80 |
Networking | p. 81 |
Addressing Broader Changes | p. 82 |
Preparing to Sustain School Reform | p. 83 |
Leadership and the Challenge of Change in Other Schools | p. 84 |
Discussion of Distributed Leadership and Sustaining Reform | p. 86 |
Gaining Teacher Commitment | p. 89 |
Control of Teachers Versus Workplace Autonomy | p. 90 |
Forestview Middle School | p. 92 |
Professional Development in Forestview | p. 93 |
Poising for Sustainability in Forestview | p. 95 |
Littleton Middle School | p. 96 |
Gaining Teacher Cooperation in Littleton | p. 96 |
Commitment for School Improvement in Littleton | p. 98 |
Teacher Commitment to Reform | p. 98 |
Common Planning | p. 99 |
Faculty Voice | p. 99 |
Model Modification | p. 100 |
Teacher Commitment in Other Schools | p. 101 |
Professional Development, Instructional Strategies, and Rapport | p. 102 |
Lack of Commitment Among Individual Teachers | p. 103 |
Lack of Teacher Commitment to Reform in Other Schools | p. 105 |
Dissatisfaction With Programs and Providers | p. 105 |
Organizational Conditions Undermining Commitment | p. 108 |
Discussion of Teacher Commitment and Sustaining Reform | p. 110 |
Celebrating Gains | p. 113 |
Comprehensive School Reform and School Performance | p. 114 |
Reform and Test Scores | p. 116 |
Perception of Gains and Commitment to Reform | p. 118 |
Tangible Resources and Supplies | p. 121 |
Contributions to School Culture | p. 122 |
School Climate | p. 123 |
Student Engagement | p. 125 |
Spillover Effects From the Grant Experience | p. 127 |
Grant Savvy | p. 127 |
Professional Growth | p. 127 |
Catalyst for School Improvement | p. 127 |
Community and Parental Involvement | p. 128 |
Discussion of the Effects of Reform and Sustainability | p. 129 |
Changing for Good | p. 131 |
Sustaining Comprehensive School Reform | p. 132 |
Sustainability With Funding | p. 134 |
Commitment to Sustainability Without Funding | p. 138 |
Forestview Middle School | p. 138 |
Tipton Middle School | p. 139 |
Greely Elementary School | p. 141 |
Sustained Momentum for Improvement and Innovation | p. 143 |
No Sustainability | p. 144 |
Discussion of Patterns of Reform Sustainability | p. 145 |
Reforming Reform | p. 149 |
Patterns of Sustainability | p. 154 |
A Model for Sustaining Change | p. 156 |
State Infrastructure | p. 156 |
District Support | p. 157 |
Leadership | p. 157 |
Teacher Commitment | p. 158 |
School Improvement | p. 158 |
What Happened to CSR? | p. 159 |
Recommendations for Educators | p. 161 |
At the State Level | p. 161 |
At the District Level | p. 163 |
At the School Level | p. 164 |
External Reform Providers | p. 165 |
Resource: Methodology | p. 167 |
Design of the Study | p. 167 |
Research Questions | p. 168 |
Selection of Schools | p. 168 |
Data Collection Methods | p. 169 |
Gaining Access to Schools | p. 169 |
Establishing Rapport | p. 172 |
Observation | p. 174 |
Interviewing | p. 175 |
Documents | p. 175 |
Exiting the Field | p. 176 |
Flexibility | p. 176 |
Reliability and Verification | p. 176 |
Data Analysis | p. 177 |
Ethical Considerations | p. 178 |
References | p. 179 |
Index | p. 189 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.