Instructional Leadership : A Research-Based Guide to Learning in Schools

by Woolfolk, Anita E.; Hoy, Wayne Kolter

• ISBN13: 9780205457212
• ISBN10: 0205457215
• Edition: 2nd
• Format: Paperback
• Copyright: 2009-01-01
• Publisher: Allyn & Bacon

Summary

This text goes beyond traditional leadership or supervision books and assumes that teachers and principals must work as colleagues to improve teaching and learning in schools. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. ";The greatest strength of the Woolfolk Hoy text is the focus on instruction and developing leaders devoted to nurturing learner-centered campuses and classrooms."; Dr. Steve Jenkins - University of Texas of the Permian Basin ";This text provides my students with a base of knowledge regarding exemplary instructional strategies as well as an illustration of what constitutes good teaching."; Robert J. Supku - Rider University New to this edition: bull; bull;New Feature-A Principalrs"s Perspective describes the experiences of an actual principal in dealing with a problem of practice related to the ideas and concepts of that particular chapter. bull;New Point/Counterpoints have been added to each chapter to illustrate the complexity of the issues facing instructional leaders. bull;New Research-over 200 new studies and analyses enrich the examination of the crucial topics in this text. bull;New Coverage of NCLB-the impact of recent legislation is discussed throughout the text. bull;New Standards Matrix connects chapter content with the ISLLC standards for easy reference. Please visit our Educational Leadership SuperSite at www.ablongman.com/edleadership for additional course materials!

Table of Contents

Preface	xiii
1 Introduction to Teaching and Learning	1	(24)
The Role of Instructional Leader	2	(2)
Student Differences	4	(2)
Learning	6	(1)
Motivation	7	(4)
Teaching	11	(1)
Classroom Management	12	(4)
Assessing Student Learning	16	(2)
Assessing and Changing School Culture and Climate	18	(3)
Summary	21	(2)
Develop Your Portfolio	23	(1)
Instructional Leader's Toolbox	23	(2)
Readings	23	(1)
Websites	24	(1)
Organizations	24	(1)
2 Students	25	(49)
Preview: Key Points	25	(1)
Leadership Challenge	26	(1)
Today's Multicultural Classrooms	27	(13)
Cultural Diversity	27	(1)
Language Differences in the Classroom	28	(5)
THEORY INTO ACTION GUIDELINES: Dialects	29	(4)
Creating Culturally Compatible Classrooms	33	(1)
Social Organization	33	(1)
Cognitive and Learning Styles	34	(3)
Participation Structures	37	(1)
Culturally Relevant Pedagogy	38	(2)
THEORY INTO ACTION GUIDELINES: Culturally Compatible Classrooms	39	(1)
Gender Differences in the Classroom	40	(3)
Gender Bias in the Curriculum	40	(1)
Sex Discrimination in Classrooms	40	(1)
Sex Differences in Mental Abilities	41	(1)
Eliminating Gender Bias	42	(1)
THEORY INTO ACTION GUIDELINES: Avoiding Sexism	42	(1)
Individual Differences in Intelligence	43	(8)
What Is Intelligence? Single, Multiple, Emotional, Triarchic	43	(5)
What Does an IQ Score Mean?	48	(3)
THEORY INTO ACTION GUIDELINES: Interpreting Intelligence Test Scores	47	(4)
Ability Differences in Teaching	51	(6)
Between-Class Ability Grouping	51	(1)
Within-Class Ability Grouping	52	(1)
Gifted and Talented	52	(5)
THEORY INTO ACTION GUIDELINES: Ability Grouping	54	(3)
Students with Learning Challenges	57	(11)
Hyperactivity and Attention Disorders	57	(2)
Learning Disabilities	59	(3)
Integration, Mainstreaming, and Inclusion	62	(3)
THEORY INTO ACTION GUIDELINES: Productive Family Conferences	65	(1)
Section 504 Protections for Students	65	(2)
Effective Teaching in Inclusive Classrooms	67	(1)
Summary	68	(3)
Key Terms	71	(1)
Some Ideas for Your Portfolio	72	(1)
Instructional Leader's Toolbox	72	(2)
Readings	72	(1)
Videos	72	(1)
Websites	72	(1)
Organizations	72	(2)
3 Learning	74	(51)
Preview: Key Points	75	(1)
Leadership Challenge	75	(1)
What Is Learning?	76	(1)
Behavioral Views of Learning	77	(7)
Types of Consequences	78	(3)
Antecedents and Behavior Change	81	(3)
THEORY INTO ACTION GUIDELINES: Using Reinforcement and Punishment	83	(1)
Teaching Applications of Behavioral Theories	84	(1)
Contingency Contract Programs	84	(1)
Homework	85	(1)
Cognitive Views of Learning	85	(13)
Knowledge and Learning	85	(3)
An Information-Processing Model	88	(1)
Sensory Memory	88	(2)
Working Memory	90	(2)
THEORY INTO ACTION GUIDELINES: Capturing Attention	90	(2)
Long-Term Memory	92	(1)
Storing and Retrieving Information in Long-Term Memory	93	(4)
THEORY INTO ACTION GUIDELINES: Applying Information Processing	96	(1)
Metacognition, Regulation, and Individual Differences	97	(1)
Cognitive Contributions: Learning Strategies and Tactics	98	(4)
Deciding What Is Important	98	(1)
Visual Tools for Organizing	99	(1)
Mnemonics	100	(2)
Reading Strategies	102	(1)
Constructivist Theories of Learning	102	(6)
THEORY INTO ACTION GUIDELINES: Learning Strategies	103	(2)
Different Versions of Constructivism	105	(2)
How Is Knowledge Constructed?	107	(1)
Knowledge: Situated or General?	107	(1)
Teaching Applications of Constructivist Perspectives	108	(13)
Elements of Constructivist Teaching	108	(3)
Inquiry Learning	111	(1)
Problem-Based Learning	112	(2)
Cognitive Apprenticeships	114	(2)
Group Work and Cooperation in Learning	116	(4)
An Integrated Constructivist Program: Fostering Communities of Learners	120	(3)
THEORY INTO ACTION GUIDELINES: Explaining Innovations	121	(1)
Summary	121	(1)
Key Terms	122	(1)
Some Ideas for Your Portfolio	123	(1)
Instructional Leader's Toolbox	123	(2)
Readings	123	(1)
Videos	123	(1)
Websites	123	(1)
Organizations	124	(1)
4 Motivation	125	(43)
Preview: Key Points	126	(1)
Leadership Challenge	126	(1)
Motivation: A Definition	127	(5)
Intrinsic and Extrinsic Motivation	127	(2)
Five General Approaches to Motivation	129	(2)
Motivation to Learn in School	131	(1)
Goals and Motivation	132	(3)
Types of Goals and Goal Orientations	132	(2)
Goals: Lessons for Teachers and Principals	134	(1)
THEORY INTO ACTION GUIDELINES: Family and Community Partnerships	135	(1)
Needs and Motivation	135	(5)
Maslow's Hierarchy	135	(1)
Achievement Motivation	136	(1)
The Need for Self-Determination	137	(1)
The Need for Social Support	138	(1)
Needs and Motivation: Lessons for Teachers and Principals	138	(2)
THEORY INTO ACTION GUIDELINES: Supporting Self-Determination	139	(1)
Attributions, Beliefs, and Motivation	140	(10)
Attribution Theory	140	(3)
Beliefs about Ability	143	(1)
Beliefs about Self-Efficacy	144	(4)
Attributions, Achievement Motivation, and Self-Worth	148	(2)
Attributions and Beliefs: Lessons for Teachers and Principals	150	(1)
Interests and Emotions	150	(7)
Tapping Interests	150	(2)
THEORY INTO ACTION GUIDELINES: Encouraging Self-Worth and Self-Efficacy	151	(1)
THEORY INTO ACTION GUIDELINES: Building on Students' Interests	152	(1)
Arousal: Excitement and Anxiety in Learning	152	(5)
THEORY INTO ACTION GUIDELINES: Dealing with Anxiety	156	(1)
Strategies to Encourage Motivation and Thoughtful Learning	157	(6)
Necessary Conditions in Classrooms	157	(1)
Can I Do It? Building Confidence and Positive Expectations	157	(2)
Do I Want to Do It? Seeing the Value of Learning	159	(2)
What Do I Need to Do to Succeed? Staying Focused on the Task	161	(1)
How Do Beginning Teachers Motivate Students?	162	(1)
Summary	163	(2)
Key Terms	165	(1)
Some Ideas for Your Portfolio	166	(1)
Instructional Leader's Toolbox	166	(2)
Readings	166	(1)
Videos	167	(1)
Websites	167	(1)
C Organizations	167	(1)
5 Teaching	168	(38)
Preview: Key Points	168	(1)
Leadership Challenge	169	(1)
Do Teachers Make a Difference?	169	(2)
Teacher-Student Relationships	170	(1)
Teacher Preparation and Quality	170	(1)
What Is a Good Teacher?	171	(3)
Inside Four Classrooms	171	(2)
Expert Teachers	173	(1)
Concerns of Teachers	174	(1)
The First Step: Planning	174	(10)
Objectives for Learning	176	(3)
THEORY INTO ACTION GUIDELINES: Developing Objectives	178	(1)
Flexible and Creative Plans: Using Taxonomies	179	(3)
Another View: Planning from a Constructivist Perspective	182	(2)
Successful Teaching: Focus on the Teacher	184	(6)
Characteristics of Effective Teachers	185	(3)
THEORY INTO ACTION GUIDELINES: Characteristics of Good Teachers	187	(1)
Teacher Effects	188	(2)
Teaching for Understanding: Focus on the Subject	190	(9)
Learning to Read and Write	190	(2)
Learning and Teaching Mathematics	192	(3)
Learning Science	195	(1)
A Model for Good Subject Matter Teaching	196	(2)
THEORY INTO ACTION GUIDELINES: Conceptual Change Teaching	197	(1)
Criticisms of Constructivist Approaches to Subject Teaching	198	(1)
Beyond Models to Outstanding Teaching	199	(2)
Cautions: Where's the Learning?	201	(1)
Summary	202	(2)
Key Terms	204	(1)
Some Ideas for Your Portfolio	204	(1)
Instructional Leader's Toolbox	204	(2)
Readings	204	(1)
Videos	205	(1)
Websites	205	(1)
Organizations	205	(1)
6 Classroom Management	206	(49)
Preview: Key Points	207	(1)
Leadership Challenge	207	(1)
Organizing the Learning Environment	208	(3)
The Basic Task: Gain Their Cooperation	208	(1)
Managing the Learning Environment	209	(2)
Creating a Positive Learning Environment: Some Research Results	211	(9)
Rules and Procedures	212	(6)
THEORY INTO ACTION GUIDELINES: Rules and Procedures	213	(5)
Planning Spaces for Learning	218	(2)
THEORY INTO ACTION GUIDELINES: Designing Learning Spaces	219	(1)
Getting Started: The First Weeks of Class	220	(2)
Effective Classroom Managers for Elementary Students	221	(1)
Effective Classroom Managers for Secondary Students	221	(1)
Creating a Learning Community	222	(2)
The Three Cs of Classroom Management	222	(1)
Getting Started on Community	223	(1)
Maintaining a Good Learning Environment	224	(3)
Encouraging Engagement	224	(1)
THEORY INTO ACTION GUIDELINES: Encouraging Student Accountability	225	(1)
Prevention Is the Best Medicine	225	(2)
Dealing with Discipline Problems	227	(7)
Special Problems with Secondary Students	228	(3)
THEORY INTO ACTION GUIDELINES: Penalties	229	(2)
Special Programs for Classroom Management	231	(3)
The Need for Communication	234	(8)
Message Sent, Message Received	235	(1)
Diagnosis: Whose Problem Is It?	235	(1)
Counseling: The Student's Problem	236	(1)
Confrontation and Assertive Discipline	237	(3)
Student Conflicts and Confrontations	240	(2)
Summing It Up: Learning Environments for All Students	242	(3)
Research on Different Management Approaches	243	(1)
Culturally Responsive Management	243	(1)
Listening to Students and Teachers	244	(1)
Communicating with Families about Classroom Management	244	(1)
THEORY INTO ACTION GUIDELINES: Working with Families	245	(1)
Designing Motivating Learning Environments on TARGET for Learning	245	(6)
Authentic Tasks	246	(1)
Supporting Autonomy	246	(3)
Recognizing Accomplishment	249	(1)
Grouping	249	(1)
Evaluation	250	(1)
Time	251	(1)
Summary	251	(2)
Key Terms	253	(1)
Some Ideas for Your Portfolio	253	(1)
Instructional Leader's Toolbox	253	(2)
Readings	253	(1)
Videos	254	(1)
Websites	254	(1)
Organizations	254	(1)
7 Assessing Student Learning	255	(44)
Preview: Key Points	255	(1)
Leadership Challenge	256	(1)
Evaluation, Measurement, and Assessment	257	(2)
Norm-Referenced Tests	257	(1)
Criterion-Referenced Tests	258	(1)
What Do Test Scores Mean?	259	(8)
Basic Concepts	259	(2)
Types of Scores	261	(3)
Interpreting Test Scores	264	(3)
Types of Standardized Tests	267	(5)
Achievement Tests: What Has the Student Learned?	268	(2)
Diagnostic Tests: What Are the Student's Strengths and Weaknesses?	270	(1)
Aptitude Tests: How Well Will the Student Do in the Future?	271	(1)
Issues in Standardized Testing	272	(8)
How Widespread Is Standardized Testing?	272	(2)
THEORY INTO ACTION GUIDELINES: Family Partnerships for Using Test Results	273	(1)
Accountability and High-Stakes Testing	274	(2)
Advantages in Taking Tests-Fair and Unfair	276	(4)
New Directions in Standardized Testing and Classroom Assessment	280	(11)
Authentic Assessment	280	(2)
THEORY INTO ACTION GUIDELINES: Becoming an Expert Test-Taker	281	(1)
Authentic Classroom Tests	282	(1)
Performance in Context: Portfolios and Exhibitions	282	(4)
THEORY INTO ACTION GUIDELINES: Student Portfolios	285	(1)
Evaluating Portfolios and Performances	286	(4)
THEORY INTO ACTION GUIDELINES: Developing a Rubric	288	(2)
Getting the Most from Traditional Tests	290	(1)
Effects of Grades and Grading on Students	291	(4)
Effects of Failure	291	(1)
Effects of Feedback	292	(1)
Grades and Motivation	293	(4)
THEORY INTO ACTION GUIDELINES: Grading	294	(1)
Summary	295	(1)
Key Terms	296	(1)
Some Ideas for Your Portfolio	297	(1)
Instructional Leader's Toolbox	297	(2)
Readings	297	(1)
Websites	297	(1)
Organizations	298	(1)
8 Assessing and Changing School Culture and Climate	299	(42)
Preview: Key Points	299	(1)
Leadership Challenge	300	(1)
The School Workplace	301	(1)
Organizational Culture	301	(11)
Levels of Culture	302	(4)
Functions of Culture	306	(1)
Common Elements of Culture	307	(1)
Some General Propositions about School Culture	307	(1)
A School Culture of Efficacy	308	(4)
Organizational Climate	312	(9)
Organizational Climate: Open to Closed	313	(1)
A Revised OCDQ	313	(4)
Climate Types	317	(1)
The OCDQ: Some Implications	318	(3)
Organizational Climate: Healthy to Unhealthy	321	(6)
Dimensions of Organizational Health	322	(1)
Organizational Health Inventory (OHI-S)	323	(3)
The OHI: Some Implications	326	(1)
Changing School Climate	327	(10)
Some Assumptions about Change in Schools	327	(2)
A Problem	329	(1)
An Organizational Development Model	330	(1)
Back to Martin Luther King, Jr. High School	330	(7)
Summary	337	(1)
Key Terms	338	(1)
Some Ideas for Your Portfolio	339	(1)
Instructional Leader's Toolbox	339	(2)
Readings	339	(1)
Websites	339	(1)
Organizations	340	(1)
APPENDIX A Conducting a Job Interview	341	(1)
APPENDIX B Guidelines for Helping Beginning Teachers	342	(1)
APPENDIX C Guidelines for Observing Classroom Behavior	343	(1)
APPENDIX D OCDQ-RE	344	(2)
References	346	(33)
Name Index	379	(7)
Subject Index	386