Sentences with phrase «case of an urban school district»

For example, after reading Chapter 6, «The Social Cost of Leadership Churn: The Case of an Urban School District,» I wondered about the school district's role in supporting teachers in developing collaborative relationships with their peers in other schools and with central office leaders.

Not exact matches

Hess uses these case studies to speculate on how choice might be introduced in ways that both respect the built - in political and organizational constraints of urban school districts and lead to school improvement.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool district to a panel of faculty judges.

The NAEP scores they focus on do not correspond in most of the cases to the relevant years in which the court orders were actually implemented; they ignore the fact that, as in Kentucky, initial increases in funding are sometimes followed by substantial decreases in later years; and their use of NAEP scores makes no sense in a state like New Jersey, where the court orders covered only a subset of the state's students (i.e., students in 31 poor urban school districts) and not the full statewide populations represented by NAEP scores.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presschool districts, began the Case Competition where teams of Harvard University students present...

Klein is coauthor of «Blended Learning in Practice: Four District School Journeys,» a case study of the Oakland project written with Carrie McPherson Douglass, who's now with the Cities for Education Entrepreneurship Trust, an umbrella organization for urban reform groups nationwide.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

As often the case in urban districts, the strength of New Bedford Public Schools has seemed inexorably linked to the ebbs and flows of the local economy.

This case study describes how one urban elementary school in a high - reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships.

As the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high - stakes testing - a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwide.

Louis (1989), drawing from a survey and case - study investigation of initiatives in urban secondary schools, identified four district - level approaches to school improvement: innovation implementation (uniform processes and outcomes), evolutionary planning (uniform processes, variable outcomes), goal - based accountability (variable processes, uniform outcomes), and professional investment (variable processes and outcomes).

Responding to a comment by DeVos that she couldn't think of an ongoing civil rights issue that would warrant federal involvement, Lhamon, in an op - ed for The Hechinger Report, ran down the types of cases her office had worked on: a North Carolina University revoking a student's acceptance after discovering he had cerebral palsy; a segregated Alabama school district offering advanced courses at its high schools that served primarily white students, but not at the high school that served virtually all of its black students; California district employees ignoring sexual assault cases because they considered them part of their Latino students» «urban culture.»

Using the highly diverse urban school district of Somerville, Massachusetts, as a case study, Schneider and his research team developed a new framework to more fairly and comprehensively assess educational effectiveness.

At least that was the case at public schools in one of the United States» largest and most diverse urban school districts.

My work enters this conversation on boy of color mentorship through an ethnographic case study approach, examining one Latino male mentorship program in an urban school district in California.

Key examples include Cawelti and Protheroe's (2001) study of change in six school districts in four states; Snipes, Dolittle and Herlihy's (2002) case studies of improvement in four urban school systems and states; Massell and Goertz's (2002) investigation of standards - based reform in 23 school districts across eight states; McLaughlin and Talbert's (2002) analysis of three urban or metropolitan area California districts; Togneri and Anderson's (2003) investigation of five high poverty districts (four urban, one rural) from five states; and several single - site case studies of district success (e.g., Hightower, 2002; Snyder, 2002).

Louis (1989), drawing upon a large - scale survey and case studies of effective schools initiatives in urban secondary schools (Louis and Miles, 1990) identified four district - level approaches to school improvement varying in terms of the uniformity of process and outcomes intended: implementation strategy; evolutionary planning; goal - based accountability; and professional investment.

This article reports findings from a case study of district leadership for school, family, and community partnerships in an urban system in the northeast United States.