Creating a Culture for High-Performing Schools A Comprehensive Approach to School Reform and Dropout Prevention

by Bulach, Cletus R.; Lunenburg, Frederick C.; Potter, Les

• ISBN13: 9781578867967
• ISBN10: 1578867967
• Format: Hardcover
• Copyright: 2008-08-28
• Publisher: R&L Education

Summary

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.

Author Biography

Fred C. Lunenburg is the Jimmy N. Merchant Professor of Education and senior research fellow in the Center for Research and Doctoral Studies in Educational Leadership at Sam Houston State University.

Table of Contents

Preface	p. v
School Reform Processes	p. 1
A Four-Step Process for Identifying and Reshaping the Culture of a School: Phase 1	p. 3
Implementing a Plan to Improve the Climate and Culture of the School: Phase 1 Continued	p. 19
Power and Authority: Nine Techniques for Motivating Faculty and Students	p. 37
Four Types of School Culture	p. 51
A Character Education Program That Is the Foundation of a High-Performing School: Phase 4	p. 67
Enhancing a School's Culture and Climate	p. 75
Six Strategies for Enhancing a School's Culture and Climate	p. 77
Leadership Skills Needed	p. 99
Cultivating Community, Culture, and Learning	p. 101
Professional Development	p. 125
Management of the Program	p. 143
Intergroup Processes	p. 149
Developing Interpersonal Relations	p. 151
Self-Disclosure	p. 161
Developing Trust	p. 181
Values Clarification	p. 197
Improving Communication Skills	p. 223
Resolving Conflicts	p. 241
Program Planning	p. 257
Design for Learning	p. 259
Assessing Students' Interests and Attitudes	p. 273
Assessment	p. 293
Conferencing: Reporting Student Progress	p. 295
Program Evaluation	p. 309
About the Authors	p. 331
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