Description
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.
Table of Contents
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.
