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Organizing Schools for Improvement: Lessons from Chicago
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More About the Author
He came to Stanford from the University of Chicago where he was the Marshall Field IV Professor of Urban Education in the sociology department, and where he helped found the Center for Urban School Improvement, which supports reform efforts in the Chicago Public Schools. He also created the Consortium on Chicago School Research, a federation of research groups that have produced a range of studies to advance and assess urban school reform.
He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. In 2011, he was elected as a member of the American Academy of Arts and Sciences. He is one of America's most noted educational researchers. His 1993 book, Catholic Schools and the Common Good, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volume, Trust in Schools, and in the most recent book, Organizing Schools for Improvement: Lessons from Chicago (Chicago Press, 2009.) Bryk holds a B.S. from Boston College and an Ed.D. from Harvard University.
Top Customer Reviews
The leadership composite was defined as the degree to which teachers viewed their principal as an inclusive, facilitative leader, [who was] focused on parent and community involvement and creating a sense of community in the school. It included the following components:
Instructional leadership--degree to which teachers saw their principal as setting high standards and exercising leadership for instructional reform.
Teacher influence--the extent to which teachers were involved in school decision making.
LSC contribution--teachers' ratings of the effectiveness of the local school council.
Program coherence--teacher's judgments as to the quality of implementation and coordination of programs within the school.
SIP implementation--teachers' assessments of the school improvement plan and its centrality to the school's efforts to improve learning.
The parent involvement composite was assessed by:
Teacher outreach to parents and their assessment of their efforts to develop common goals and understandings with parents and to work together to strengthen student learning.
Parent involvement in the school--teachers' reports about how often parents pick up report cards, attend parent-teacher conferences, attend school events, and other activities.
This factor is also referred to by the authors as "Work Orientation.Read more ›
Most Recent Customer Reviews
exactly what i needed for my course, i study urban education as my master's majorPublished 2 months ago by Amazon Customer
This is a terrific book. I assign it for undergraduate political science and education majors. It's rich in data and thoughtful analysis, and it incorporates insights from... Read morePublished 13 months ago by Ben B.