50 Ways to Close the Achievement Gap (Multimedia Kit)

A Multimedia Kit for Professional Development
Third Auflage
ISBN: 978-1-4129-7746-3
Verlag: SAGE Publications

Medienkombination, Englisch, 248 Seiten, Multimedia Kit, Format (B × H): 216 mm x 279 mm, Gewicht: 1956 g

Confronting gaps in school achievement requires a systematic examination of the entire school system and a comprehensive problem-solving approach. Written for school leaders, this completely revised and expanded edition outlines 50 detailed, researched-based strategies for developing high-performing schools. Emphasizing the provision of equal educational opportunities for all learners, this book is organized around six critical standards: - Teach a well-crafted, focused, valid, and clear curriculum - Align assessments, programmes, and instructional resources with curriculum - Promote student equality and equity - Focus on mastery learning and effective teaching strategies - Provide resources for establishing curriculum expectations, monitoring, and accountability - Institute effective district and school planning, staff development, and resource allocation to create a quality learning environment With field-tested best practices and an expanded bibliography and research base, this hands-on guide provides school leaders with strategies that give all learners the opportunity to succeed.

Autoren/Hrsg.

Downey, Carolyn J.

Steffy-English, Betty E.

Poston, William K., Jr.

English, Fenwick W.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Preface
Dedication
About the Author of the Facilitator’s Guide and Video
About the Authors of the Book
How to Use This Guide
Standard by-Standard Study Guide for 50 Ways to Close the Achievement Gap by Carolyn J. Downey, et al.
Welcome and Book Study Seminars Introduction
Introduction Mini-Lecture I.1: Beginnings and Study Seminar Goals
Video Segment and Discussion Activity I.2: Author Goals and Introduction
Reading and Discussion Activity I.3: Book Preface and Introduction
Reading and Discussion Activity I.4 Six Standards
Video Segment and Discussion Activity I.5: History and Overview
Journal Exercise Handouts for Welcome and Book Study Seminars Introduction
Standard One: Establish a Well-Crafted, Focused, Valid, and Clear Curriculum to Direct Teaching
Introduction Mini-Lecture and Discussion Starter Activities 1.A: Standard One Introduction
Video Segment and Discussion Activity 1.B: Standard One Overview
Reading and Journal Exercise Activity 1.C: Nine Strategies of Standard One
Discussion Activity 1.D: Analysis of Standard One
Video Segment and Discussion Activity 1.E: User Comments Regarding Standard One and Its’ Strategies
Application Exercise 1.F: Recommended Next Steps for Moving Toward the Meeting of Standard One Expectations
Closure Activities 1.G: Plus/Delta and Reflection
Journal Exercise Handouts for Standard One
Standard Two: Provide Assessments with the Curriculum
Introduction Mini-Lecture and Discussion Starter Activities 2.A: Standard Two Introduction
Video Segment and Discussion Activity 2.B: Standard Two Overview
Reading and Journal Exercise Activity 2.C: Nine Strategies of Standard Two
Discussion Activity 2.D: Analysis of Standard Two
Video Segment and Discussion Activity 2.E: User Comments Regarding Standard Two and Its’ Strategies
Application Exercise 2.F: Recommended Next Steps for Moving Toward the Meeting of Standard Two Expectations
Closure Activities 2.G: Plus/Delta and Reflection
Journal Exercise Handouts for Standard Two
Standard Three: Align Program and Instructional Resources with the Curriculum
Introduction Mini-Lecture and Discussion Starter Activities 3.A: Standard Three Introduction
Video Segment and Discussion Activity 3.B: Standard Three Overview
Reading and Journal Exercise Activity 3.C: Nine Strategies of Standard Three
Discussion Activity 3.D: Analysis of Standard Three
Video Segment and Discussion Activity 3.E: User Comments Regarding Standard Three and Its’ Strategies
Application Exercise 3.F: Recommended Next Steps for Moving Toward the Meeting of Standard Three Expectations
Closure Activities 3.G: Plus/Delta and Reflection
Journal Exercise Handouts for Standard Three
Standard Four: Use a Mastery Learning Approach and Effective Teaching Strategies
Introduction Mini-Lecture and Discussion Starter Activities 4.A: Standard Four Introduction
Video Segment and Discussion Activity 4.B: Standard Four Overview
Reading and Journal Exercise Activity 4.C: Seven Strategies of Standard Four
Discussion Activity 4.D: Analysis of Standard Four
Video Segment and Discussion Activity 4.E: User Comments Regarding Standard Four and Its’ Strategies
Application Exercise 4.F: Recommended Next Steps for Moving Toward the Meeting of Standard Four Expectations
Closure Activities 4.G: Plus/Delta and Reflection
Journal Exercise Handouts for Standard Four
Standard Five: Establish Curriculum Expectations, Monitoring, and Accountability
Introduction Mini-Lecture and Discussion Starter Activities 5.A: Standard Five Introduction
Video Segment and Discussion Activity 5.B: Standard Five Overview
Reading and Journal Exercise Activity 5.C: Five Strategies of Standard Five
Discussion Activity 5.D: Analysis of Standard Five
Video Segment and Discussion Activity 5.E: User Comments Regarding Standard Five and It

Über Autor(innen)

English, Fenwick W.
Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

Poston, William K., Jr.
Learn more about William Poston's PD offerings

William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy—the licensure program for school business managers in Iowa—for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.

Downey, Carolyn J.
Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her PhD from Arizona State University.

Steffy-English, Betty E.
Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of Pittsburgh.