Self-Organizing School : Next-Generation Comprehensive School Reforms

Alan Bain

ISBN 10: 1578866022 / ISBN 13: 9781578866021

Published by R&L Education, 2007

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Despite immense efforts to understand schools, we know very little about the contribution they make to student learning. Further, the limited available evidence indicates that the way schools are designed, organized, and managed have only a minimal effect on student outcomes. The Self-Organizing School addresses this problem and the pressing need for reform models that go further, last longer, and posses the capacity to both respect, as well as deeply influence, what teachers and schools do.

Seller Inventory # 9781578866021

Bibliographic Details

• Title: Self-Organizing School : Next-Generation Comprehensive School Reforms
• Publisher: R&L Education
• Publication Date: 2007
• Language: English
• ISBN 10: 1578866022
• ISBN 13: 9781578866021
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 229W x 152H x 17D millimeters 229 millimeters width by 152 millimeters height by 17 millimeters depth
• Weight: 474 grams

About this title

Synopsis

Despite immense efforts to understand schools, we know very little about the contribution they make to student learning. Further, the limited available evidence indicates that the way schools are designed, organized, and managed have only a minimal effect on student outcomes. The Self-Organizing School addresses this problem and the pressing need for reform models that go further, last longer, and posses the capacity to both respect, as well as deeply influence, what teachers and schools do.

The Self-Organizing School identifies nine next-generation reform targets and articulates theory and practice for achieving these goals. In doing so, a self-organized school sets a new benchmark for evaluating site-based data and examples of a process that turns theory into practice. This includes better ways to begin a reform process and understand the roles of technology and feedback in the teaching profession. The theory and practice described in the book are backed by more than 1,600 direct classroom observations, an 8-year study of student achievement, more than 12,000 student evaluations, and a 5-year study of teacher perspectives.

About the Author

Alan Bain is associate professor of inclusive education at Charles Sturt University, Australia and an international consultant to schools, education systems and industry on technology integration and school reform and improvement.