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9781412915571

Leading Dynamic Schools: How to Create and Implement Ethical Policies

Rallis, Sharon F.; Rossman, Gretchen B.; Cobb, Casey D.; Reagan, Timothy G.; Kuntz, Aaron M. (Mathias) Author

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A practical guide for creating, implementing, and evaluating school policy.

This invaluable resource brings to life the process of making and enacting educational policy. The authors present a conceptual framework for developing effective and ethical school policies and help educational leaders evaluate, interpret, and analyze the regulations that govern their schools. Organized by key topics 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 stakeholders
  • Define relevant policies that are ethically sound
  • Integrate legally mandated policies with schoolwide resolutions

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Helps educational leaders create a dialogue that represents all stakeholders, define relevant policies that are ethically sound, and integrate legally mandated policies with schoolwide resolutions.

About the Author:

Sharon 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.

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.

Aaron M. Kuntz is Assistant Professor of Qualitative Research Methodology at the University of Alabama. His research interests include social contexts of education, organizational culture, qualitative inquiry, identity theory, and democracy within the academy. Recently, he cotaught a course introducing inquiry to doctoral students with Rallis and Rossman.

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Rallis, Sharon F.; Rossman, Gretchen B.; Cobb, Casey D.; Reagan, Timothy G.; Kuntz, Aaron M. (Mathias) Author
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Book Description Corwin, 2007. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: Foreword by Gene V. Glass Preface 1. 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 2. The Choice to Act: Shaping the Dialogue Reasoning Acting Evaluating The Framework in Practice 3. Inclusion: From Dilemma to Imperative Reasoning Acting Evaluating Reviewing the Inquiry Process of This Dynamic School 4. Immigrants and the Schools: Opening or Closing Doors Reasoning Acting Evaluating 5. Meeting the Needs of English Language Learners: More Than One Way Reasoning Acting Evaluating 6. 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 7. School Climate: Preventing Acts of Bullying Reasoning Moral Reasoning Acting Evaluation 8. Putting the Framework Into Practice A Dialogue Among Principals Final Thoughts References Index. Bookseller Inventory # ABE_book_new_1412915570

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Book Description Paperback. Book Condition: New. 1st. 180mm x 10mm x 252mm. Paperback. Leading Dynamic Schools: How to Create and Implement Ethical Policies is a policy book for people who work in and with schools: teachers, building level leaders, central office administrat.Shipping may be from multiple locations in the US or from the UK, depending on stock availability. 121 pages. 0.300. Bookseller Inventory # 9781412915571

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Book Description SAGE Publications Inc, United States, 2007. Paperback. Book Condition: New. 249 x 175 mm. Language: English Brand New Book. Leading Dynamic Schools: How to Create and Implement Ethical Policies is a policy book for people who work in and with schools: teachers, building level leaders, central office administrators, board members, and parent boards. In accessible language, the authors deconstruct the conceptions and understandings of educational policy. This volume serves as a companion volume to Principals of Dynamic Schools (Rallis and Goldring, Corwin Press, 2000) and Dynamic Teachers (Rallis and Rossman, Corwin Press, 1995), books that introduced the construct of dynamic schools. This book also draws on work from Becoming a Reflective Educator (Reagan, Case and Brubacher, Corwin Press, 2000). Policy is an often overused and more often misunderstood concept. The authors bring to life the making and enacting of educational policy in schools, and help readers develop a more sophisticated and complex understanding of the purposes, evaluation, creation, and implementation of school policies at all levels. As in the earlier books, the authors use vignettes and cases, as well as research and relevant theories, to illustrate important concepts. The theme of power within policy permeates the text.The authors recognize that policy tends to represent dominant voices, and that power can be appropriate and legitimate. Dynamic schools are places where multiple voices contribute to the policy-making and implementing process. Bookseller Inventory # AAC9781412915571

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Rallis, Sharon F.; Rossman, Gretchen B.; Cobb, Casey D.; Reagan, Timothy G.; Kuntz, Aaron M. (Mathias) Author
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Book Description SAGE Publications Inc, United States, 2007. Paperback. Book Condition: New. 249 x 175 mm. Language: English Brand New Book. Leading Dynamic Schools: How to Create and Implement Ethical Policies is a policy book for people who work in and with schools: teachers, building level leaders, central office administrators, board members, and parent boards. In accessible language, the authors deconstruct the conceptions and understandings of educational policy. This volume serves as a companion volume to Principals of Dynamic Schools (Rallis and Goldring, Corwin Press, 2000) and Dynamic Teachers (Rallis and Rossman, Corwin Press, 1995), books that introduced the construct of dynamic schools. This book also draws on work from Becoming a Reflective Educator (Reagan, Case and Brubacher, Corwin Press, 2000). Policy is an often overused and more often misunderstood concept. The authors bring to life the making and enacting of educational policy in schools, and help readers develop a more sophisticated and complex understanding of the purposes, evaluation, creation, and implementation of school policies at all levels. As in the earlier books, the authors use vignettes and cases, as well as research and relevant theories, to illustrate important concepts. The theme of power within policy permeates the text.The authors recognize that policy tends to represent dominant voices, and that power can be appropriate and legitimate. Dynamic schools are places where multiple voices contribute to the policy-making and implementing process. Bookseller Inventory # AAC9781412915571

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Book Description Paperback. Book Condition: New. 1st. 180mm x 10mm x 252mm. Paperback. Leading Dynamic Schools: How to Create and Implement Ethical Policies is a policy book for people who work in and with schools: teachers, building level leaders, central office administrators, board.Shipping may be from our UK, US or Australian warehouse depending on stock availability. 121 pages. 0.300. Bookseller Inventory # 9781412915571

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