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Organizing Schools for Improvement: Lessons from Chicago by Anthony Bryk

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US $16.95
Approximately£12.45
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eBay item number:394714776776
Last updated on 12 Jun, 2025 11:35:07 BSTView all revisionsView all revisions

Item specifics

Condition
Good: A book that has been read, but is in good condition. Minimal damage to the book cover eg. ...
Publish Year
2010
Book Title
Organizing Schools for Improvement: Lessons from Chicago
ISBN
9780226078007

About this product

Product Identifiers

Publisher
University of Chicago Press
ISBN-10
0226078000
ISBN-13
9780226078007
eBay Product ID (ePID)
72676383

Product Key Features

Number of Pages
328 Pages
Publication Name
Organizing Schools for Improvement : Lessons from Chicago
Language
English
Subject
Educational Policy & Reform / General, Urban, Administration / General, Aims & Objectives
Publication Year
2010
Type
Textbook
Author
John Q. Easton, Penny Bender Sebring, Stuart Luppescu, Anthony S. Bryk, Elaine Allensworth
Subject Area
Education
Format
Trade Paperback

Dimensions

Item Height
0.7 in
Item Weight
16.5 Oz
Item Length
9 in
Item Width
6 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2009-010635
Reviews
"Striking in its attention to the influence of community and educator participation in school reform, and sobering in its assessment of some of the neighborhoods where reform was most difficult to attain, the book Organizing Schools for Improvement: Lessons from Chicago is an essential read. . . . Bryk et al. provide a rigorous and compelling empirical study of the possibility for school reform and the degrees of compromise, particularly in contexts where extreme poverty and racial and ethnic isolation prevail." Teachers College Record, " Organizing Schools for Improvement has some pretty convincing conclusions on what characteristics separate successful schools from unsuccessful ones. The book offers important advice for people involved in any school, regardless of location or student background."--Alan Borsuk, Milwaukee Journal-Sentinel, Organizing Schools for Improvement has some pretty convincing conclusions on what characteristics separate successful schools from unsuccessful ones. The book offers important advice for people involved in any school, regardless of location or student background., Striking in its attention to the influence of community and educator participation in school reform, and sobering in its assessment of some of the neighborhoods where reform was most difficult to attain, the book Organizing Schools for Improvement: Lessons from Chicago is an essential read. . . . Bryk et al. provide a rigorous and compelling empirical study of the possibility for school reform and the degrees of compromise, particularly in contexts where extreme poverty and racial and ethnic isolation prevail.
Dewey Edition
22
Illustrated
Yes
Dewey Decimal
371.2/090977311
Table Of Content
Acknowledgments Prologue: A Tale of Two Schools Introduction: A Rare Opportunity to Learn about School Improvement 1 Developing Appropriate Outcome Indicators 2 A Framework of Essential Supports 3 Testing the Framework of the Essential Supports 4 Probing Deeper: Organizational Mechanisms 5 Trust, Size, and Stability: Key Enablers 6 The Influences of Community Context Summary and Conclusions Appendix A: Socioeconomic Status Factor Appendix B: A Value-Added Indicator: A School's Academic Productivity Profile Appendix C: Overview of the Fourteen Indicators for the Five Essential Supports Appendix D: Probability Experiment to Evaluate Results Presented in Figure 3.3 Appendix E: Interview Questions from the Project on Human Development in Chicago Neighborhoods Appendix F: Coefficients from Analyses of Leadership in Chapter 4 Appendix G: Value-Added Replication Results for 1997 through 2005 Appendix H: Efforts of the Consortium on Chicago School Research to Build More Productive Ties between Research, Practice, and Policy to Improve Practice Notes References Index
Synopsis
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved-and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education., In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved--and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
LC Classification Number
LB2822.83.I3O74 2009

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