The Productive High School
Autor Joseph Murphy, Lynn G. Beck, Marilyn Crawforden Limba Engleză Hardback – 20 feb 2001
Preț: 575.17 lei
Preț vechi: 676.67 lei
-15%
Puncte Express: 863
Carte tipărită la comandă
Livrare economică 29 august-12 septembrie
Livrare prin curier în România Termenul estimat este afișat lângă disponibilitate.
Transport gratuit pentru acest produs Plată online sau ramburs, în funcție de opțiunile comenzii.
Retur gratuit în 14 zile Comandă securizată și suport în română.
Specificații
ISBN-13: 9780761977773
ISBN-10: 0761977775
Pagini: 296
Dimensiuni: 183 x 260 x 21 mm
Greutate: 0.76 kg
Ediția:1
Editura: Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 0761977775
Pagini: 296
Dimensiuni: 183 x 260 x 21 mm
Greutate: 0.76 kg
Ediția:1
Editura: Corwin
Locul publicării:Thousand Oaks, United States
V-ar putea interesa
-
Teaching and Learning History 11-18: Understanding the PastChris Husbands-28%Preț: 191.81 lei265.15 lei -
Preț: 130.68 lei -
Discipline Survival Guide for the Secondary TeacherJulia G ThompsonPreț: 184.85 lei -
Teaching Secondary MusicJayne PricePreț: 415.55 lei -
Teaching HistoryIan Phillips-15%Preț: 425.78 lei500.92 lei -
Teaching EnglishCarol EvansPreț: 408.10 lei -
Teaching Young Adult LiteratureThomas W. Bean-27%Preț: 992.08 lei1359.02 lei -
Preț: 343.19 lei -
Creativity in Secondary EducationJonathan SavagePreț: 291.85 lei -
Learning and Teaching Using ICT in Secondary SchoolsJohn WoollardPreț: 371.93 lei -
Assessment for Learning and Teaching in Secondary SchoolsMartin FautleyPreț: 358.04 lei -
Der Sandmann. Das öde HausErnst Theodor Amadeus HoffmannPreț: 21.57 lei
Recenzii
"This important book explores the fundamental reasons why our secondary schools look and work in the ways that they do, and synthesizes a substantial body of research in a highly readable form. It should be part of every secondary administrator’s bookshelf and every university’s preparation program."
"Educators rarely find so many thoughts so well organized and in a single volume...the combination of theory, research, and example is a strength of this book...the authors present a compelling vision of what high schools can be."
"Highly recommended for any educator in search of tips, tricks, and techniques for self improvement on the job."
"This volume suggests powerful practice helpful for teachers, prospective teachers, and anyone with a vested interest in the contemporary public high school."
"The book should be useful to policy makers, teacher educators, administrators, schools, and communities planning for and working toward increased success and meaningful change in high schools. Its primary contribution is its potential to help schools understand why they are being encouraged to change in particular ways and what benefits they might expect from building on solid, empirical research."
"Educators rarely find so many thoughts so well organized and in a single volume...the combination of theory, research, and example is a strength of this book...the authors present a compelling vision of what high schools can be."
"Highly recommended for any educator in search of tips, tricks, and techniques for self improvement on the job."
"This volume suggests powerful practice helpful for teachers, prospective teachers, and anyone with a vested interest in the contemporary public high school."
"The book should be useful to policy makers, teacher educators, administrators, schools, and communities planning for and working toward increased success and meaningful change in high schools. Its primary contribution is its potential to help schools understand why they are being encouraged to change in particular ways and what benefits they might expect from building on solid, empirical research."
Cuprins
PART ONE: LESSONS LEARNED
Formation of the American High School
1635-1890
Development of the Comprehensive High School
1890-1920
Institutionalization of the Comprehensive High School
1920-1980
PART TWO: THE CLASSROOM DYNAMICS OF ENGAGED LEARNING AND TEACHING
High Expectations
Personal Support
Academic Autonomy
PART THREE: WEAVING SUPPORT FOR A PERSONALIZED, ACADEMIC HIGH SCHOOL
Anchoring Schools on a Clearly Defined Learning Imperative
Building Schools on Humanized, Intellectual Relationships for Learning
Nesting Schools in a Dynamic, Adaptive Local Culture for Change
Linking Schools with Home and Family
PART FOUR: CONCLUSION
Explanation and Integration
Exploring the Theoretical Underpinnings of Research on the Productive High School
Formation of the American High School
1635-1890
Development of the Comprehensive High School
1890-1920
Institutionalization of the Comprehensive High School
1920-1980
PART TWO: THE CLASSROOM DYNAMICS OF ENGAGED LEARNING AND TEACHING
High Expectations
Personal Support
Academic Autonomy
PART THREE: WEAVING SUPPORT FOR A PERSONALIZED, ACADEMIC HIGH SCHOOL
Anchoring Schools on a Clearly Defined Learning Imperative
Building Schools on Humanized, Intellectual Relationships for Learning
Nesting Schools in a Dynamic, Adaptive Local Culture for Change
Linking Schools with Home and Family
PART FOUR: CONCLUSION
Explanation and Integration
Exploring the Theoretical Underpinnings of Research on the Productive High School
Notă biografică
Joseph F. Murphy is the Frank W. Mayborn Chair and associate dean at Peabody College of Education at Vanderbilt University. He has also been a faculty member at the University of Illinois and The Ohio State University, where he was the William Ray Flesher Professor of Education.
In the public schools, he has served as an administrator at the school, district, and state levels, including an appointment as the executive assistant to the chief deputy superintendent of public instruction in California. His most recent appointment was as the founding president of the Ohio Principals Leadership Academy. At the university level, he has served as department chair and associate dean.
He is past vice president of the American Educational Research Association and was the founding chair of the Interstate School Leaders Licensure Consortium (ISLLC). He is co-editor of the AERA Handbook on Educational Administration (1999) and editor of the National Society for the Study of Education (NSSE) yearbook, The Educational Leadership Challenge (2002).
His work is in the area of school improvement, with special emphasis on leadership and policy. He has authored or co-authored 18 books in this area and edited another 12. His most recent authored volumes include Understanding and Assessing the Charter School Movement (2002), Leadership for Literacy: Research-Based Practice, PreK-3 (2003), Connecting Teacher Leadership and School Improvement (2005), Preparing School Leaders: Defining a Research and Action Agenda (2006), and Turning Around Failing Schools: Lessons From the Organizational Sciences.
In the public schools, he has served as an administrator at the school, district, and state levels, including an appointment as the executive assistant to the chief deputy superintendent of public instruction in California. His most recent appointment was as the founding president of the Ohio Principals Leadership Academy. At the university level, he has served as department chair and associate dean.
He is past vice president of the American Educational Research Association and was the founding chair of the Interstate School Leaders Licensure Consortium (ISLLC). He is co-editor of the AERA Handbook on Educational Administration (1999) and editor of the National Society for the Study of Education (NSSE) yearbook, The Educational Leadership Challenge (2002).
His work is in the area of school improvement, with special emphasis on leadership and policy. He has authored or co-authored 18 books in this area and edited another 12. His most recent authored volumes include Understanding and Assessing the Charter School Movement (2002), Leadership for Literacy: Research-Based Practice, PreK-3 (2003), Connecting Teacher Leadership and School Improvement (2005), Preparing School Leaders: Defining a Research and Action Agenda (2006), and Turning Around Failing Schools: Lessons From the Organizational Sciences.
Descriere
This book provides research-based literature focused on high school level educational reform—an area not adequately addressed by the current literature on school reform.