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Schools for All Learners: Beyond the Bell Curve

Author(s): Manning, Renfro C.
ISBN10: 1883001064
ISBN13: 9781883001063
Cover: Hardcover
 
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Table of Contents
About the Author x
Introduction xi
Taking Education Beyond the Bell Curve
1(28)
Introduction
1(1)
The Reform Movement Emerges
2(8)
The Fiasco With Norm Referenced Tests---A Tool of the Bell-Shaped Curve
3(4)
Alignment
7(1)
Tinkering
8(2)
Contextual Change
10(15)
Some Basics for Reform
11(3)
A Diagram of Change
14(2)
Time Gains Significance---Differently
16(2)
Outcomes
18(2)
Components
20(1)
The Back Door
20(1)
How Long Does It Take?
21(4)
Summary
25(1)
References
26(3)
New Ways of Doing Business
29(36)
Introduction
29(1)
Achieving the New Mission
30(29)
Grouping Patterns
31(7)
Grading
38(2)
Use of Research In Teaching
40(3)
Parental Involvement
43(1)
Volunteers
43(1)
Project Committees
44(1)
Reinforcers
45(1)
Advisory Groups
46(1)
Parent Seminars
46(1)
Empowering Teachers
47(1)
Controlling Basics of Personal Accountability
48(1)
Defining Empowerment
49(2)
Using a Problem-Solving Model
51(1)
The Development of a Mission Statement
52(1)
Outcomes
52(5)
Transformational Outcome-Based Education
57(1)
The Coalition of Essential Schools
57(2)
Facing Opposition to School Change
59(3)
Summary
62(1)
References
63(2)
Teacher Evaluation
65(26)
Introduction
65(1)
Evaluation: A Summative or Formative Process?
66(1)
The Difference in Formative and Summative Evaluation
66(1)
Formative Evaluation
67(10)
Peers as Assessors
70(1)
How? Who? Will They Cheat?
71(1)
A Training Program for Peer Observers
71(2)
Exporting the Training Model
73(1)
Using Evaluation as an Appropriate Tool
74(1)
Constructing the Formative Evaluation System
75(2)
Summative Evaluation
77(2)
Viewing Evaluation as Part of the Change Process
79(1)
No Bell Curve for Teachers
79(1)
How Does Evaluation Fit into the New Organization
80(1)
More about the Philosophy of Teacher Evaluation
81(3)
Some Considerations
84(2)
Strengthening the Process
85(1)
Why Typical Teacher Evaluation is Inconsequential
86(2)
Summary
88(1)
References
89(2)
Athletics and Other School Activities
91(22)
Introduction
91(1)
There is No Side!
91(1)
Look at Goals!
92(6)
Stimulus-Response Theory in Operation
93(4)
Cooperative Group Learning
97(1)
Student Needs
98(11)
Activities and Academic Achievement
100(3)
Student Activities for All
103(1)
Activities at All Levels are Important
104(1)
A Word of Concern
105(2)
Abusive Practice
107(2)
What If?
109(1)
Summary
109(1)
References
110(3)
Climate and Restructuring
113(24)
Introduction
113(1)
Two Aspects of School Climate
114(20)
The Psychological Climate
114(3)
Human Needs and Teams
117(4)
Teacher Empowerment and Site-Based Management
121(4)
Other Psychological Considerations
125(1)
Recognition
125(2)
Creating a Positive Climate---The Student Emphasis
127(1)
The Physical Climate
128(5)
Students
133(1)
Summary
134(1)
References
135(2)
Ethical Considerations
137(22)
Introduction
137(1)
Preparation for Citizenship and Obtaining Cultural Knowledge
138(3)
Teaching---An Ethical Act
141(1)
The Ethical Values Which a Public School Must Teach
142(4)
Honesty
143(1)
Commitment
144(1)
Respect
144(1)
Responsibility
145(1)
The ``Covenantal'' School
146(2)
Becoming a School Covenantal Community
146(2)
A Belief System or a Code of Ethics: A Necessity for Restructuring
148(2)
What Comes First When Attempting to Restructure a School?
150(1)
Developing a Belief System
150(3)
The Allocative Responsibility Reaches Beyond the Classroom
153(3)
Summary
156(1)
References
157(2)
Administering the Restructured Organization
159(30)
Introduction
159(1)
Change
159(6)
Facilitating Change
163(1)
The Deadly ``What If'' Strategy
164(1)
Incrementalism
165(1)
Managing Conflict
165(6)
``You'' Statements
171(1)
Working with the Media
171(3)
Personal Productivity
174(5)
Getting Control of Time
175(4)
Working with the Bureaucracy
179(6)
State Departments of Education
179(2)
Local School Boards
181(3)
The Federal Government
184(1)
Selling
185(1)
Summary
186(1)
References
186(3)
Moving Beyond the Bell Curve Through Restructuring
189(12)
A Model for Organizing Change
189(10)
References
199(2)
Appendix 201

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