| About the Authors |
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viii | |
| Foreword |
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ix | |
| The 14 Myths that Influence the Organization and Character of Schools |
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xi | |
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Taking a Close Look at Education's Hierarchy |
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1 | (22) |
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The Origins of the Hierarchy |
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3 | (1) |
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The Paradox of Hierarchies |
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4 | (2) |
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Taking Another Look at Our Origins |
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6 | (1) |
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The Intransigence of Tradition |
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7 | (1) |
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8 | (1) |
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Collaboration in its Broadest Sense |
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9 | (2) |
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11 | (2) |
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Some Representative Programs |
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13 | (1) |
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14 | (7) |
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21 | (2) |
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The Hierarchy's Invisible Organization |
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23 | (24) |
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Education's Invisible Organization |
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24 | (3) |
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What are the Purposes of In-service Training Programs? |
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27 | (1) |
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Who are the Clients of Our Schools? |
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28 | (1) |
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Change is Not an Illusion |
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29 | (4) |
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33 | (12) |
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45 | (2) |
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The Hierarchy and Teacher Motivation |
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47 | (16) |
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The Farmer and the Seed: A Fable |
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48 | (1) |
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49 | (2) |
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51 | (3) |
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Self-reflection and the Hierarchy |
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54 | (2) |
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George Westinghouse Vocational High School |
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56 | (6) |
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62 | (1) |
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Decentralizing Administrative Decisions |
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63 | (20) |
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What are the Implications? |
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64 | (3) |
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The Teacher as Codependent |
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67 | (1) |
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The Search For Status and Teacher Burnout |
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68 | (1) |
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The Contradiction of Caring |
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68 | (1) |
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69 | (2) |
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The Inner Circle Syndrome |
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71 | (1) |
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Who, Then, is the School's Instructional Leader? |
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71 | (2) |
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Hawthorne Elementary School |
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73 | (9) |
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82 | (1) |
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Collaboration and the Professional Growth Program |
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83 | (30) |
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The Willingness to Change |
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84 | (2) |
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Five Questions that Characterize Teacher Observation |
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85 | (1) |
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85 | (1) |
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Distinguishing Between Evaluation and Supervision |
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86 | (1) |
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87 | (1) |
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The Need for a Shift of Focus |
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87 | (2) |
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89 | (2) |
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90 | (1) |
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91 | (1) |
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These Programs are Not for Everyone |
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92 | (1) |
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Integrating In-Service Training Activities |
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93 | (2) |
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When Collegiality Doesn't Work |
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95 | (4) |
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96 | (3) |
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99 | (13) |
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112 | (1) |
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The Hierarchy and Parent Involvement |
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113 | (18) |
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What are the Responses from School Systems? |
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115 | (2) |
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117 | (1) |
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The Principles of Synergy Revisited |
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118 | (1) |
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Acknowledging and Accommodating Changing Needs |
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118 | (1) |
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Where Does Such Proactive Planning Start? |
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119 | (3) |
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Madison Middle School 2000 |
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122 | (9) |
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The School Hierarchy and the Student Body |
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131 | (18) |
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Values Education and Religion |
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133 | (3) |
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136 | (1) |
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The Realities of Student Discipline |
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136 | (3) |
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Taking a Look at External and Internal Discipline |
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139 | (1) |
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The Hierarchy and Student Behavior: The Big Picture |
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139 | (3) |
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142 | (7) |
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Collaborative Input into School Policy |
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149 | (24) |
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150 | (1) |
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151 | (1) |
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152 | (1) |
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Extending the Redefinition |
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153 | (1) |
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Increasing Synergy in Schools |
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154 | (1) |
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155 | (1) |
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156 | (4) |
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160 | (11) |
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171 | (2) |
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Education's Hierarchy and the Need for Change |
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173 | (24) |
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Change Remains an Illusion |
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174 | (1) |
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Education's Natural Resistance to Change |
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175 | (1) |
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175 | (2) |
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Change as Reactive or Proactive |
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177 | (7) |
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More About Trends and the Change Process |
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184 | (1) |
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The Elements of Collaborative Planning |
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185 | (2) |
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The Relationship of Hiring to Change |
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187 | (3) |
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190 | (7) |
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Education's Hierarchy: Its Likely Futures |
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197 | (14) |
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Taking Another Look at Education's Trends |
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199 | (1) |
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What is the Future of Education's Hierarchy? |
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200 | (2) |
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202 | (2) |
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204 | (2) |
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Taking a Look at the Current Literature |
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206 | (2) |
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208 | (3) |
| Selected Bibliography |
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211 | |
