Great leaders equal great schools : alliances and discourse for educational reform
The networks of Tennessee politicians, school leaders, and academics are rife with significant contributors to the national fabric of educational reform. This cadre includes Former White House Chief of Staff Howard Baker, United States Senator Bill Frist (currently Chairman of the Tennessee State Co...
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| Other Authors | , |
|---|---|
| Format | Electronic eBook |
| Language | English |
| Published |
Bingley, U.K :
Emerald Publishing Limited : Information Age Pub.,
2012.
|
| Series | Leaders, schools, and change.
|
| Subjects | |
| Online Access | Full text |
| ISBN | 9781806614615 |
| DOI | 10.1108/978-1-62396-015-5 |
| Physical Description | 1 online resource (xv, 314 pages) : illustrations |
Cover
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| 020 | |a 9781806614615 |q (e-book) | ||
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| 082 | 0 | 4 | |a 371.2/0709768 |2 23 |
| 245 | 0 | 0 | |a Great leaders equal great schools : |b alliances and discourse for educational reform / |c edited by Autumn Cyprès and John Breckner. |
| 264 | 1 | |a Bingley, U.K : |b Emerald Publishing Limited : |b Information Age Pub., |c 2012. | |
| 264 | 4 | |c ©2012 | |
| 300 | |a 1 online resource (xv, 314 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Leaders, schools, and change | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Foreword / Jamie Woodson -- Acknowledgments -- Introduction / Autumn Cyprès and Nicole Wilson -- Part I. The model -- Chapter 1. A vision for new leadership preparation / Pam Angelle and Vince Anfara -- Chapter 2. Teaching new leaders: A view from the academy / Jason Huff -- Chapter 3. Shuttle diplomacy: An interview with the principal in residence / Betty Sue Sparks and Autumn Cyprès -- Part II. New leaders in action -- Chapter 4. Critical leadership responsibilities for change / Beth Blevins -- Chapter 5. Implementation and obstacles of assessment practice in the seventh and eighth-grade / Paula Jo Brown -- Chapter 6. Data reflection: How looking within helps middle school teachers improve instruction / Jonathan East -- Chapter 7. Yes we can! The how and what of improving language arts and literacy achievement / Kimberle Harrison -- Chapter 8. Student leadership teams: The key to sociopersonal development / Alisha Hinton -- Chapter 9. Interventions that work: A look at student attendance and achievement / Renee Kelly -- Chapter 10. Writing in the third-grade: Teacher strategies and student strategies / Tiffany Mclean -- Chapter 11. Comprehensive approaches to behavioral disorder / Terry Neiporte -- Chapter 12. Fostering instructional practices that last / Ryan Siebe -- Chapter 13. The jeanie in a bottle: How writers workshops create middle school success stories / Shay Siler -- Chapter 14. Do this, not that! Inside data analysis and the instructional decisions of math teachers / Jamie Snyder -- Chapter 15. The best five: Effective professional development components utilized by school leaders that really affect teacher practices / Robert Speas -- Part III. Leadership discourses -- Chapter 16. Reflections from allies / Lamar Alexander, Oliver Buzz Thomas, Bob Rider, Jimmy Cheek, Kevin Huffman, James P. McIntyre, Jr., Autumn Cyprès, and Donna Wright -- Epilogue / John Breckner -- About the authors. | |
| 506 | |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty | ||
| 520 | |a The networks of Tennessee politicians, school leaders, and academics are rife with significant contributors to the national fabric of educational reform. This cadre includes Former White House Chief of Staff Howard Baker, United States Senator Bill Frist (currently Chairman of the Tennessee State Collaborative on Reforming Education) former United States Secretary of Education Lamar Alexander (currently United States Senator and Conference Chair of the Republican Party) and current Governor Bill Haslam. This network has deep, current ties to The University of Tennessee, the Knoxville area, and school systems across the state of Tennessee. The Center for Educational Leadership is a highly funded, highly visible model for education reform throughout the state of Tennessee. This 3 book series will serve as a calling card for all activities that The Center for Educational Leadership is involved in around the state of Tennessee and the United States. This includes all school leadership summits for policy makers, practitioners, scholars, and legislators. It represents the shared vision and commitment of educational leaders, politicians, educational reformers, and legislators. This book will be distributed to school leaders, professional development coaches, teacher unions, scholars at several Tennessee institutions of higher education, and members of the Tennessee legislature and Department of Education. The audience for this series is primarily school leaders and scholars who are launching and designing new programs or revising and strengthening existing programs. However, those who are discussing policy at the local, state, and national level would be interested in the information given within these pages as it relates clearly to their work in educational leadership. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a School improvement programs |z Tennessee |v Case studies. | |
| 650 | 0 | |a Educational leadership |z Tennessee |v Case studies. | |
| 655 | 7 | |a elektronické knihy |7 fd186907 |2 czenas | |
| 655 | 7 | |a Case studies. |2 lcgft |0 https://id.loc.gov/authorities/genreForms/gf2017026140 | |
| 650 | 7 | |a Education |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a Educational administration and organization. |2 thema | |
| 655 | 9 | |a electronic books |2 eczenas | |
| 700 | 1 | |a Cyprès, Autumn, |e editor. | |
| 700 | 1 | |a Breckner, John, |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 9781623960148, 9781623960131 |
| 776 | 0 | 8 | |i PDF version: |z 9781623960155 |
| 830 | 0 | |a Leaders, schools, and change. | |
| 856 | 4 | 0 | |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/978-1-62396-015-5 |