Customer Reviews


5 Reviews
5 star:
 (2)
4 star:
 (1)
3 star:    (0)
2 star:    (0)
1 star:
 (2)
 
 
 
 
 
Average Customer Review
Share your thoughts with other customers
Create your own review
 
 

The most helpful favorable review
The most helpful critical review


5 of 7 people found the following review helpful
5.0 out of 5 stars Specifically intended for dedicated educators
Now in an updated second edition, Improving Student Learning: Applying Deming's Quality Principles In Classrooms by education expert Lee Jenkins is a guidebook specifically intended for dedicated educators seeking to promoting successful learning among all their student charges. From keeping the brightest students interested in the subject being taught; to listening more...
Published on January 13, 2004 by Midwest Book Review

versus
11 of 15 people found the following review helpful
1.0 out of 5 stars Permission to Forget ISL: Misapplying Deming's Principles
Jenkins' work fairly closely parallels Dr. Demings' writings on Quality. He begins by discussing the six elements necessary to quality systems: aim, customers, suppliers, input, process, output, and quality measurement. He moves on to the discussion of motivation/demotivation, variation, and use of charts in running classes, PDSA, the web, and then more expounding on...
Published on April 24, 2004


Most Helpful First | Newest First

11 of 15 people found the following review helpful
1.0 out of 5 stars Permission to Forget ISL: Misapplying Deming's Principles, April 24, 2004
By A Customer
Jenkins' work fairly closely parallels Dr. Demings' writings on Quality. He begins by discussing the six elements necessary to quality systems: aim, customers, suppliers, input, process, output, and quality measurement. He moves on to the discussion of motivation/demotivation, variation, and use of charts in running classes, PDSA, the web, and then more expounding on Demings theories in relation to education. Actually, the major discrepancy in the book is his lack of understanding of the theory of systems. Basically, he seems to have an imprecise understanding of both the underlying application of Deming's principles to true school improvement and how quality tools (statistics) can be used to support improvement. He discusses aim and process, but never links the idea that measuring individual tasks does not necessarily give the needed information for improving learning. The measures he discusses for tracking and fostering improvement are not process measures, they are task measures. This is further shown through the determination of what will be measured; the "required" learning is determined by the grade level teachers, who test that particular learning to measure improvement. This is part of the fractured learning that he talks against. Determination of what is truly important is determined by understanding what the customer needs, designing processes to achieve those requirements, then determining what measures will be used (formative) to make improvements within the process, and what measures (summative) will be used to see if the process was successful. The learning he advocates is within siloed stacks rather than an integrated approach that links learning to the processes that produced it. Explaining that learning is "to help you help others" would generate little motivation or energy for learning that he stresses; rather, linking this learning to the real world, or practical applications is much more successful. This is a superficial approach that only touches the required understanding of outcomes and what is necessary for improvement.
He vacillates between saying statistics are not good:"Statistics is a powerful way to create a shortage of good people" (p. 50); and stressing the importance of using statistics. He makes similar discrepancies in using scatter and control charts to show "correlation" and then stating in a later chapter that you cannot show correlation by control or scatter charts. A correlation coefficient is a different operation, and even statisticians will not say that a correlation shows causation, just that it suggests cause. He states early in the book that posting graphs of student progress is demotivating, then says student graphs to show progress are a great motivator for students in charting their advancement.
Statistics are not a simple process: understanding them requires more than a mastery of the equations on which they are constructed or aping the working of Deming or others in how they could be used in education.
Help other customers find the most helpful reviews 
Was this review helpful to you? Yes No


5 of 7 people found the following review helpful
5.0 out of 5 stars Specifically intended for dedicated educators, January 13, 2004
This review is from: Improving Student Learning: Applying Deming's Quality Principles in Classrooms (Hardcover)
Now in an updated second edition, Improving Student Learning: Applying Deming's Quality Principles In Classrooms by education expert Lee Jenkins is a guidebook specifically intended for dedicated educators seeking to promoting successful learning among all their student charges. From keeping the brightest students interested in the subject being taught; to listening more closely to what students say; to better interpreting test results and making positive use of the information they gather, Improving Student Learning is an important addition to Educational Studies reference shelves and reading lists. A supplemental section on CD-ROM enhances this superbly presented classroom instruction improvement guide for teachers at all grade levels from preschool to post-graduate.
Help other customers find the most helpful reviews 
Was this review helpful to you? Yes No


10 of 15 people found the following review helpful
1.0 out of 5 stars A hack can do incredible damage., October 10, 2004
By 
This review is from: Improving Student Learning: Applying Deming's Quality Principles in Classrooms (Hardcover)
Deming stated: "The beginner is entitled to a master for a teacher. A hack can do incredible damage."

Deming's principles are misapplied here and ultimately may do incredible damage to US educators. The writer doesn't even properly cover Dr. Deming's profound knowledge concept. The reader may note that Jenkins has the temerity to rename one of component of Profound Knowledge - "Theory of Knowledge" - as "Epistemelogy".

A true understanding of Deming's Profound Knowledge would recognize that PK's Theory of Knowledge is far more profound and has little to do with Epistemology. This error on Jenkin's part reflects his misunderstanding of Deming theories in a general sense.
Help other customers find the most helpful reviews 
Was this review helpful to you? Yes No


1 of 2 people found the following review helpful
4.0 out of 5 stars Great book if interested in TQM, December 4, 2012
By 
Verified Purchase(What's this?)
This is one of many books on total quality management, what it looks like, and how to achieve it. It was an easy read.
Help other customers find the most helpful reviews 
Was this review helpful to you? Yes No


1 of 3 people found the following review helpful
5.0 out of 5 stars Improving Student Learning: Best book on continuous Improvement, July 2, 2005
This review is from: Improving Student Learning: Applying Deming's Quality Principles in Classrooms (Hardcover)
Wow. Jenkins has nailed it. This is the best book available on continous improvement in schools. He has taken the theory of Profound Knowledge from Deming's New Economics and practical leadership theory from Peter Scholtes' Leaders Handbook and brought them into 21st century school improvement.
Help other customers find the most helpful reviews 
Was this review helpful to you? Yes No


Most Helpful First | Newest First

Details

Improving Student Learning: Applying Deming's Quality Principles in Classrooms
$54.00 $40.94
In Stock
Add to cart Add to wishlist
Search these reviews only
Send us feedback How can we make Amazon Customer Reviews better for you? Let us know here.