Informationen zum Autor Cletus R. Bulach, a retired Ohio school superintendent and college professor, has conducted research on principal leadership, character education, teacher caring behaviors, bullying behavior, school climate and culture, and group openness and trust. He has also developed surveys to collect data on these areas of research and has numerous publications based on these data. Fred C. Lunenburg is the Jimmy N. Merchant Professor of Education and Senior Research Fellow in the Center for Research and Doctoral Studies in Educational leadership at Sam Houston State University. Prior to moving to the university, he served as a teacher, principal, and superintendent of schools. He has authored or co-authored more than 100 articles and 20 books, including, Education Administration: Concepts and Practices (Thomson/Wadsworth, 1991, 1996, 2000, 2004, 2008), The Principalship: Vision to Action (Thomson/Wadsworth, 2006), Shaping the Future (Rowman & Littlefield, 2003), The Changing World of School Administration (with George Perreault) (Rowman & Littlefield, 2002), and High Expectations: An Action Plan for Implementing Goals 2000 (Corwin Press, 2000). Les Potter is the author of over 70 educational publications and has been a school principal and professor for several universities. Potter will be contributing from the practical point of view as he has been principal of seven schools in four states and recognized in several states for his contributions to education. Klappentext A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude. Inhaltsverzeichnis Chapter 1 A Four-Step Process for Identifying and Reshaping the Culture of a School Part 1 School Reform Processes Part 2 Enhancing a School's Culture and Climate Chapter 2 Implementing a Plan to Improve the Climate and Culture of the School Part 3 Leadership Skills Needed Chapter 3 Power and Authority: Nine Techniques for Motivating Faculty and Students Part 4 Intergroup Processes Chapter 4 Four Types of School Culture Chapter 5 A Character Education Program That Is the Foundation of a High Performing School Part 5 Program Planning Chapter 6 Six Strategies for Enhancing a School's Culture and Climate Part 6 Assessment Chapter 7 Community! Culture! and Learning Chapter 8 Professional Development Chapter 9 Management of the Program Chapter 10 Developing Interpersonal Relations Chapter 11 Self-Disclosure Chapter 12 Developing Trust Chapter 13 Values Clarification Chapter 14 Improving Communication Skills Chapter 15 Resolving Conflicts Chapter 16 Design for Learning Chapter 17 Assessing Students' Interests and Abilities Chapter 18 Conferencing: Reporting Student Progress Chapter 19 Program Evaluation ...

Klappentext

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.

Inhalt

Chapter 1 A Four-Step Process for Identifying and Reshaping the Culture of a School Part 1 School Reform Processes Part 2 Enhancing a School's Culture and Climate Chapter 2 Implementing a Plan to Improve the Climate and Culture of the School Part 3 Leadership Skills Needed Chapter 3 Power and Authority: Nine Techniques for Motivating Faculty and Students Part 4 Intergroup Processes Chapter 4 Four Types of School Culture Chapter 5 A Character Education Program That Is the Foundation of a High Performing School Part 5 Program Planning Chapter 6 Six Strategies for Enhancing a School's Culture and Climate Part 6 Assessment Chapter 7 Community, Culture, and Learning Chapter 8 Professional Development Chapter 9 Management of the Program Chapter 10 Developing Interpersonal Relations Chapter 11 Self-Disclosure Chapter 12 Developing Trust Chapter 13 Values Clarification Chapter 14 Improving Communication Skills Chapter 15 Resolving Conflicts Chapter 16 Design for Learning Chapter 17 Assessing Students' Interests and Abilities Chapter 18 Conferencing: Reporting Student Progress Chapter 19 Program Evaluation