Literaturnachweis - Detailanzeige
Autor/in | Chenoweth, Karin |
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Titel | Schools that succeed. How educators marshal the power of systems for improvement. |
Quelle | Cambridge, Massachusetts: Harvard Education Press (2017), 229 S. |
Beigaben | Literaturangaben |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 9781682530276; 9781682530283 |
Schlagwörter | USA; School improvement programs; Case studies; Fallstudie; United States; Academic achievement; Educational accountability; Educational leadership; Low-income students; Education; Minorities; Bildungstheorie; Bildungspraxis School; Schools; Improvement; Program; Programs; Programme; School develepmont; Schule; Qualitätssteigerung; Programm; Schulentwicklung; Case study; Fallstudie; Case Study; USA; Schulleistung; Education; Accountability; Bildung; Erziehung; Rechenschaftslegung; Leadership; Führung; Führungsposition; Low income; Student; Students; Niedriglohn; Geringverdiener; Schüler; Schülerin; Studentin; Minority; Minorität |
Abstract | Introduction: What We Can Learn from Experts: It Takes Systems -- 1. Finding and uncovering expertise: Artesia High School, Lakewood, Los Angeles -- 2. "It's Not Just That": Systems at Malverne High School, Malverne, New York -- 3. How Malverne Became Malverne: Replicating Expertise at Elmont Memorial High School, Elmont, New York -- 4. Starting from Scratch: Dr. Robert W. Gilliard Elementary School, Mobile, Alabama -- 5. Experts and Their Systems at Work: Four Stories -- 6. Why Expertise Is Not Enough: A Cautionary Tale -- 7. Could There Be "Unexpected Districts" as Well as Unexpected Schools? -- 8. Marshaling the Power of Schools. Karin Chenoweth shows that turning around low performing schools is difficult work, but the knowledge and expertise needed to do it successfully already exists in various schools.--Provided by the publisher |
Erfasst von | Library of Congress, Washington, DC |
Update | 2017/3/09 |