Leading Dynamic Schools How to Create and Implement Ethical Policies

ISBN-10: 1412915570

ISBN-13: 9781412915571

Edition: 2008

List price: $28.95
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Description: "Because the authors are critically aware of even the smallest detail and its ultimate effects on policy and stakeholders, their conclusions are not only logical but very well thought out and can be applied for maximum benefit."???Michael Fisher, Critical Thinking SpecialistStarpoint Middle School, Lockport, NY ""The authors do an excellent job of recommending practical strategies to help school leaders reason through policy dilemmas. As an academic, a former practitioner, and former member of an educational policy and advocacy organization, I give a ???hats off??? to the authors for approaching educational policy and school leadership in this way.""???Carri A. Schneider, Adjunct Faculty Urban Educational Leadership Program University of Cincinnati "A practical guide for creating, implementing, and evaluating school policy." This companion book to "Principals of Dynamic Schools "and "Dynamic Teachers "brings to life the process of making and enacting educational policy and helps decision makers evaluate, interpret, and analyze the policies that govern their schools. In accessible language, "Leading Dynamic Schools "presents educational leaders with a conceptual framework for developing effective and ethical school policies. Organized by key issues such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can: Create a dialogue that represents the needs of all stakeholdersDefine relevant policies that are ethically soundIntegrate legally mandated policies with schoolwide resolutions Providing a forum for critical reflection and community deliberation, this insightful resource offersa practical policy-making process that encourages thoughtful leadership and schoolwide collaboration.

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Book details

List price: $28.95
Copyright year: 2008
Publisher: Corwin Press
Publication date: 6/27/2007
Binding: Paperback
Pages: 144
Size: 7.00" wide x 10.00" long x 0.50" tall
Weight: 0.902
Language: English

Casey Cobb is Associate Professor of Education Policy and Director of the Center for Education Policy Analysis at the University of Connecticut. His current research interests include policies on accountability, school choice, and bilingual education, where he examines the implications for equity among historically marginalized populations. He teaches courses in policy studies, research methods and evaluation. Casey has also served as evaluator on several projects, most recently working with the Connecticut Department of Education to study inter-district magnet programs.

Timothy Reagan is currently Visiting Professor of Educational Leadership at Central Connecticut State University. He has previously been a faculty member at Galluadet University, Central Connecticut State University, the University of Connecticut, Roger Williams University, and the University of the Witwatersrand. He has also served as the Associate Dean of the Neag School of Education at the University of Connecticut, Dean of the School of Education at Roger Williams University, and Dean of the Faculty of Humanities at the University of the Witwatersrand. His areas of interest include educational policy studies and the education of cultural and linguistic minority groups. Reagan co-authored Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools, another Corwin Press book that contributes to the authors' illustration of leadership in dynamic schools.

Jean McNiff is Professor of Educational Research at York St John University, UK. She is also a Visiting Professor at UiT the Arctic University of Norway, and at the Beijing Normal University and Ningxia Teachers' University, People's Republic of China.Jean took early retirement from her position as deputy head teacher of a large secondary school in Dorset, UK. She went into business for herself, and developed her writing. Her textbooks on action research and professional education are now used internationally on workplace-based professional education courses and on higher degree courses. Jean provides interdisciplinary consultancy work to institutions around the world where she gives lectures and conducts workshops on planning, doing and writing action research.Jean aims to contribute to personal and social betterment through educational research. She encourages everyone to make their stories public in the form of their personal and collaborative theories of practice; and she firmly believes that each individual is able to contribute to social and planetary wellbeing by explaining how they hold themselves accountable for what they do. In this way she links education with moral accountability. She tries to bring the university to everyday contexts, and everyday contexts into the university, for it is only by involving everyone, she feels, that the world will become a better place for us all.Visit Jean at www.jeanmcniff.com , or contact her at jeanmcniff@mac.comSharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts at Amherst where she is also director of the Center for Education Policy. Previously, she was professor of education at the University of Connecticut; lecturer on education at Harvard; and associate professor of educational leadership at Peabody College, Vanderbilt University. Her doctorate is from the Harvard Graduate School of Education. She has co-authored ten books, including several on leadership: Principals of Dynamic Schools: Taking Charge of Change (with Ellen Goldring); Dynamic Teachers: Leaders of Change (with Gretchen Rossman); Leading Dynamic Schools: How to create and Implement Ethical Policies (with Gretchen Rossman and others); and Leading with Inquiry and Action: How Principals Improve Teaching and Learning (with Matthew Militello and Ellen Goldring). Her numerous articles, book chapters, edited volumes, and technical reports address issues of research and evaluation methodology, ethical practice in research and evaluation, education policy and leadership, and school reform. A past-president of the American Evaluation Association (2005), Rallis has been involved with education and evaluation for over three decades. She has been a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Currently, her teaching includes courses on inquiry, program evaluation, qualitative methodology, and organizational theory. Her research has focused on the local implementation of programs driven by federal, state, or district policies. As external evaluator or principal investigator (PI), she has studied a variety of domestic and international policy and reform efforts, such as: alternative professional development for leaders; collaborations between agencies responsible for educating incarcerated or institutionalized youth; initiatives supporting inclusive education for children and youth with disabilities; local school governance and leadership; labor-management relations in school districts. Rallis' work with students on evaluation and qualitative methodology has taken her as far as Afghanistan and Palestine.

Gretchen B. Rossman is Professor of International Education at the Center for International Education at the University of Massachusetts Amherst. She received her PhD in education from the University of Pennsylvania with a specialization in higher education administration. She has served as a visiting professor at Harvard University's Graduate School of Education. Prior to coming to the University of Massachusetts, she was Senior Research Associate at Research for Better Schools in Philadelphia. With an international reputation as a qualitative methodologist, she has expertise in qualitative research design and methods, mixed-methods monitoring and evaluation, and inquiry in education. Over the past 25 years, she has coauthored nine books, authored or coauthored more than 40 articles, book chapters, and technical reports focused on methodological issues in qualitative research syntheses, validity in qualitative research, mixed-methods evaluation practice, and ethical research practice, as well as the analysis and evaluation of educational reform initiatives both in the United States and internationally.Professor Rossman has served as principal investigator (PI) or co-PI on several international projects in countries such as Azerbaijan, India, Malawi, and more, as well as external evaluator on several domestic projects, including a Department of Education-funded reform initiative, a National Science Foundation-funded middle-grades science initiative, and a number of projects implementing more inclusive practices for students with disabilities.She regularly presents papers at the annual meetings of the American Evaluation Association, the American Educational Research Association (AERA), and the Comparative and International Education Society. She recently completed a two-year term serving as program cochair (with Sharon Rallis) for the qualitative research section of AERA's Division on Research Methodology.

Foreword
Preface
The Many Ps of Policy
What Are Dynamic Schools?
Policy, Program, Procedure, or Practice?
What Do School Leaders Say About Policy?
Policy as Local Deliberative Process
The Choice to Act: Shaping the Dialogue
Reasoning
Acting
Evaluating
The Framework in Practice
Inclusion: From Dilemma to Imperative
Reasoning
Acting
Evaluating
Reviewing the Inquiry Process of This Dynamic School
Immigrants and the Schools: Opening or Closing Doors
Reasoning
Acting
Evaluating
Meeting the Needs of English Language Learners: More Than One Way
Reasoning
Acting
Evaluating
Asset Building and No Pass, No Play': Considering the Whole Child
Justice in Learning
The Scenario: Part II
Reasoning: Justice in Policy
Acting and Evaluating
The Scenario: Part III
School Climate: Preventing Acts of Bullying
Reasoning
Moral Reasoning
Acting
Evaluation
Putting the Framework Into Practice
A Dialogue Among Principals
Final Thoughts
References
Index
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