| About the Author |
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| Introduction |
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Taking Education Beyond the Bell Curve |
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1 | (28) |
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1 | (1) |
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The Reform Movement Emerges |
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2 | (8) |
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The Fiasco With Norm Referenced Tests---A Tool of the Bell-Shaped Curve |
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3 | (4) |
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7 | (1) |
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8 | (2) |
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10 | (15) |
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11 | (3) |
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14 | (2) |
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Time Gains Significance---Differently |
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16 | (2) |
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18 | (2) |
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20 | (1) |
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20 | (1) |
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21 | (4) |
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25 | (1) |
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26 | (3) |
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New Ways of Doing Business |
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29 | (36) |
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29 | (1) |
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Achieving the New Mission |
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30 | (29) |
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31 | (7) |
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38 | (2) |
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Use of Research In Teaching |
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40 | (3) |
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43 | (1) |
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43 | (1) |
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44 | (1) |
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45 | (1) |
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46 | (1) |
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46 | (1) |
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47 | (1) |
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Controlling Basics of Personal Accountability |
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48 | (1) |
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49 | (2) |
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Using a Problem-Solving Model |
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51 | (1) |
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The Development of a Mission Statement |
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52 | (1) |
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52 | (5) |
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Transformational Outcome-Based Education |
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57 | (1) |
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The Coalition of Essential Schools |
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57 | (2) |
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Facing Opposition to School Change |
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59 | (3) |
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62 | (1) |
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63 | (2) |
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65 | (26) |
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65 | (1) |
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Evaluation: A Summative or Formative Process? |
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66 | (1) |
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The Difference in Formative and Summative Evaluation |
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66 | (1) |
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67 | (10) |
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70 | (1) |
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How? Who? Will They Cheat? |
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71 | (1) |
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A Training Program for Peer Observers |
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71 | (2) |
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Exporting the Training Model |
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73 | (1) |
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Using Evaluation as an Appropriate Tool |
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74 | (1) |
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Constructing the Formative Evaluation System |
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75 | (2) |
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77 | (2) |
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Viewing Evaluation as Part of the Change Process |
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79 | (1) |
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No Bell Curve for Teachers |
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79 | (1) |
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How Does Evaluation Fit into the New Organization |
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80 | (1) |
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More about the Philosophy of Teacher Evaluation |
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81 | (3) |
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84 | (2) |
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Strengthening the Process |
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85 | (1) |
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Why Typical Teacher Evaluation is Inconsequential |
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86 | (2) |
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88 | (1) |
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89 | (2) |
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Athletics and Other School Activities |
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91 | (22) |
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91 | (1) |
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91 | (1) |
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92 | (6) |
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Stimulus-Response Theory in Operation |
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93 | (4) |
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Cooperative Group Learning |
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97 | (1) |
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98 | (11) |
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Activities and Academic Achievement |
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100 | (3) |
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Student Activities for All |
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103 | (1) |
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Activities at All Levels are Important |
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104 | (1) |
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105 | (2) |
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107 | (2) |
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109 | (1) |
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109 | (1) |
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110 | (3) |
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Climate and Restructuring |
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113 | (24) |
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113 | (1) |
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Two Aspects of School Climate |
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114 | (20) |
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The Psychological Climate |
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114 | (3) |
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117 | (4) |
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Teacher Empowerment and Site-Based Management |
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121 | (4) |
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Other Psychological Considerations |
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125 | (1) |
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125 | (2) |
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Creating a Positive Climate---The Student Emphasis |
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127 | (1) |
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128 | (5) |
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133 | (1) |
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134 | (1) |
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135 | (2) |
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137 | (22) |
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137 | (1) |
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Preparation for Citizenship and Obtaining Cultural Knowledge |
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138 | (3) |
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Teaching---An Ethical Act |
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141 | (1) |
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The Ethical Values Which a Public School Must Teach |
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142 | (4) |
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143 | (1) |
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144 | (1) |
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144 | (1) |
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145 | (1) |
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The ``Covenantal'' School |
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146 | (2) |
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Becoming a School Covenantal Community |
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146 | (2) |
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A Belief System or a Code of Ethics: A Necessity for Restructuring |
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148 | (2) |
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What Comes First When Attempting to Restructure a School? |
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150 | (1) |
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Developing a Belief System |
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150 | (3) |
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The Allocative Responsibility Reaches Beyond the Classroom |
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153 | (3) |
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156 | (1) |
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157 | (2) |
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Administering the Restructured Organization |
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159 | (30) |
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159 | (1) |
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159 | (6) |
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163 | (1) |
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The Deadly ``What If'' Strategy |
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164 | (1) |
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165 | (1) |
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165 | (6) |
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171 | (1) |
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171 | (3) |
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174 | (5) |
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175 | (4) |
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Working with the Bureaucracy |
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179 | (6) |
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State Departments of Education |
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179 | (2) |
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181 | (3) |
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184 | (1) |
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185 | (1) |
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186 | (1) |
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186 | (3) |
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Moving Beyond the Bell Curve Through Restructuring |
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189 | (12) |
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A Model for Organizing Change |
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189 | (10) |
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199 | (2) |
| Appendix |
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201 | |