Informationen zum Autor Jianping Shen is Professor of Educational Leadership at Western Michigan University, where he holds two named professorships: John E. Sandberg Professor of Education and Gwen Frostic Endowed Chair. He is the recipient of the American Educational Research Association Division A's 2025 Excellence in Research Award. Dr Shen has published more than 120 journal articles and several books. Klappentext This book offers compelling arguments for moving toward the school renewal model (rather than the school reform model) based on strong empirical evidence and real-world renewal work in schools. Drawing on national and project data alongside rigorous analysis, it highlights structural and leadership barriers that have hindered reform over the past twenty-five years and offers essential constructs and tools to bridge the divide in the educational system, including the bifurcation theory, the win-win leadership theory, implementation integrity, integrated school leadership, and leadership density. With validated instruments and actionable frameworks, this work equips researchers and practitioners with innovative methods to drive school improvement. Policymakers will also find guidance on creating enabling conditions for sustainable progress, focusing on responsive, capacity-building approaches rooted in the complexities of modern education. Inhaltsverzeichnis List of figures; List of tables; Acknowledgments; 1. What we have missed: reflections on the last twenty-five years of school reform in the US; 2. The structural nature of the educational system: loosely coupled or bifurcated; 3. The relationship between principal and teacher leadership: a win-win situation or zero-sum game; 4. Integrated learning-centered school leadership: a framework of 'content' for school renewal; 5. Orientation to school renewal: a framework of 'process' for school renewal; 6. Toward the school renewal model; References; Index.

Klappentext

This book offers compelling arguments for moving toward the school renewal model (rather than the school reform model) based on strong empirical evidence and real-world renewal work in schools. Drawing on national and project data alongside rigorous analysis, it highlights structural and leadership barriers that have hindered reform over the past twenty-five years and offers essential constructs and tools to bridge the divide in the educational system, including the bifurcation theory, the win-win leadership theory, implementation integrity, integrated school leadership, and leadership density. With validated instruments and actionable frameworks, this work equips researchers and practitioners with innovative methods to drive school improvement. Policymakers will also find guidance on creating enabling conditions for sustainable progress, focusing on responsive, capacity-building approaches rooted in the complexities of modern education.

Inhalt

List of figures; List of tables; Acknowledgments; 1. What we have missed: reflections on the last twenty-five years of school reform in the US; 2. The structural nature of the educational system: loosely coupled or bifurcated; 3. The relationship between principal and teacher leadership: a win-win situation or zero-sum game; 4. Integrated learning-centered school leadership: a framework of 'content' for school renewal; 5. Orientation to school renewal: a framework of 'process' for school renewal; 6. Toward the school renewal model; References; Index.