This specific ISBN edition is currently not available.View all copies of this ISBN edition:
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.
"synopsis" may belong to another edition of this title.
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.Review:
"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."(Karen Seashore Louis)
"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."(Paul Goldman NASSP Bulletin)
"Highly recommended for any educator in search of tips, tricks, and techniques for self improvement on the job."(The Midwest Book Review December 2001 issue)
"This volume suggests powerful practice helpful for teachers, prospective teachers, and anyone with a vested interest in the contemporary public high school."(B. L. Nourie, Illinois State University CHOICE, 2002)
"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."(Journal of Education for Students Place At Risk)
"About this title" may belong to another edition of this title.
Book Description SAGE Publications 2001-03-27, Thousand Oaks, Calif., 2001. hardback. Condition: New. Seller Inventory # 9780761977773
Book Description Corwin Pr, 2001. Hardcover. Condition: Brand New. 1st edition. 282 pages. 10.75x7.50x1.00 inches. In Stock. Seller Inventory # __0761977775
Book Description Corwin, 2001. Hardcover. Condition: New. 1. Seller Inventory # DADAX0761977775