
Solutions Tools and Strategies for Schools
by Salowe, Allen; Lessinger, Leon-
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Summary
Table of Contents
Foreword | p. xi |
It Integrates What Is Known--Research-and Performance-Based Concepts and Tools--To Define and Make Education in the United States Work | p. xi |
It Is Easy to Read | p. xii |
If Followed, One Could Transform Schools from Places Where Kids Simply Go to Places Where Kids Learn and Perform | p. xiii |
The First Day of School: From the Business World into the Classroom | p. xv |
Introduction | p. 1 |
Through the Looking Glass | p. 1 |
Quality: An Idea Whose Time Has Finally Come | p. 2 |
Framing the Issues | p. 4 |
Solutions for Our Time | p. 7 |
Why This Dismal Picture? | p. 8 |
Talk--A Solutions Tool | p. 12 |
A Case Study: The Florida Governor's Commission | p. 14 |
A Historical Perspective | p. 15 |
Putting the Focus on Schools | p. 16 |
Can Schools Change? | p. 17 |
What's Coming? | p. 18 |
Notes | p. 19 |
Follow the Money Trail | p. 20 |
The Illusion of a Monopoly | p. 24 |
Finding New Approaches to Financing Schools | p. 27 |
How Does the School District Follow the Money? | p. 29 |
Putting School Results on the Line | p. 30 |
From the Desk of the Principal | p. 32 |
Toward Actions | p. 32 |
Notes | p. 33 |
Student-Centered School Management and Technology | p. 34 |
Teacher Education for K--12 Student-Centered Classrooms | p. 36 |
Problem-Based Learning | p. 36 |
What Is Problem-Based Learning? | p. 37 |
The Payoffs? | p. 38 |
Where Does Technology Fit in Student-Centered Schools? | p. 39 |
Logistical Support for the Teaching and Learning Process | p. 41 |
Data Drives School Improvement | p. 45 |
The Stage Is Set | p. 46 |
Notes | p. 47 |
Why Student-Center the School? | p. 48 |
Focus on School Accountability | p. 49 |
To Achieve System Improvement | p. 50 |
To Gauge Reliability | p. 52 |
Why Are We So Sure Classroom Teaching Is Often Unreliable? | p. 53 |
General Measurement Considerations | p. 54 |
Performance Measurement | p. 54 |
The Nature of Measurement | p. 54 |
Why We Find Unreliable Classroom Teaching Distressing | p. 56 |
Student-Centered Schools Where Unreliability Is Not a Problem | p. 57 |
Can "Expert Instruction" Be Clearly Defined? | p. 57 |
Stakeholders Know Reliable Classroom Teaching When They See It | p. 58 |
To Strengthen Educational Systems | p. 59 |
To Reinforce Instructional Systems | p. 60 |
To Remove System Constraints | p. 60 |
To Clear up Perplexing Systems | p. 63 |
Fostering Student-Centered Improvement | p. 64 |
Notes | p. 65 |
Performance Management | p. 66 |
The Backdrop to Change | p. 66 |
Parents Are Running out of Patience | p. 67 |
The Likely Future Scenario | p. 72 |
Good Practice, Poor Practice, and Malpractice in Education | p. 73 |
Using the Right Tools to Do the Right Job | p. 75 |
The Meaning of Tools | p. 76 |
Tools for Teamwork | p. 76 |
Starting with the Balanced Scorecard | p. 78 |
Measurement-Based Performance Management | p. 79 |
Outcome Metrics | p. 80 |
Management by Fact | p. 81 |
Processes Lead the Way | p. 83 |
The Measurement Processes | p. 84 |
Responses to Objections for Deploying the BSC and Quality Processes | p. 84 |
Dealing with Common Mistakes | p. 87 |
A Short Story Worth Repeating | p. 88 |
Summing up the BSC | p. 89 |
Notes | p. 90 |
Customer Relationship Management in Education | p. 92 |
Who Is the School Customer? | p. 92 |
Breaking down Barriers and Building Relationships | p. 93 |
New Challenges Need a Proven Approach | p. 94 |
Relying on the Experts | p. 94 |
What Is Not CRM? | p. 95 |
Lessons Learned in CRM | p. 97 |
CRM Case Studies | p. 98 |
Using Technology | p. 103 |
A Monopoly Agency Restores the Trust | p. 105 |
Serving the Public Can Only Get Tougher | p. 109 |
Notes | p. 111 |
The Right Data Guides Student-Centered Decision Making | p. 112 |
Data Warehousing for School Improvement | p. 112 |
Raise the Ceiling Not Lower the Floor--Data Expectations for Students | p. 113 |
Clear and Explicit Goals | p. 113 |
What Is Data Warehouse and What Are Its Intentions? | p. 114 |
Summary of DW Benefits | p. 114 |
DW Components | p. 115 |
The Enterprise-Wide Strategic Data Approach | p. 119 |
User Needs | p. 122 |
Concerns for Security | p. 122 |
User Interfaces | p. 123 |
Implementing the DW | p. 124 |
Blueprints for Building a DW | p. 124 |
Notes | p. 125 |
The College of Engineering Helps Bring Education into the Twenty-First Century | p. 126 |
Applying Engineering Principles to Classroom Teaching | p. 126 |
Insights into the Nature of Engineering | p. 128 |
The Engineering Way of Thinking | p. 128 |
Changing Toxic Assumptions about Schooling | p. 129 |
An Engineering Mind-Set Approach to Aptitude | p. 130 |
Modifying Educator Expectations through the Engineering Mind-Set | p. 132 |
Changing Student Expectations | p. 135 |
Changing Public Expectations | p. 135 |
Engineering for Greater Capability in the Public Schools | p. 136 |
Benefits of an Educational Engineering Mind-Set | p. 137 |
Student Benefits | p. 137 |
Teacher Benefits | p. 138 |
Benefits for School Administrators | p. 139 |
Benefits of the Educational Engineering Frame of Reference | p. 140 |
Case Studies in Engineering and Education Collaboration | p. 141 |
The Challenge to Public Education | p. 144 |
School Performance Management through Engineering Thinking | p. 145 |
Notes | p. 146 |
Quality and Performance Management Initiatives around the Globe | p. 148 |
The Pros and Cons of ISO 9000 for Schools | p. 150 |
American Schools Follow Gradually | p. 151 |
Tangible Benefits | p. 151 |
A Matter of Judgment--True Story | p. 153 |
Maybe We're Starting the ISO Campaign at the Wrong End | p. 154 |
A Whole Town Earns ISO 9000 Certification | p. 155 |
Quality Starts with Caring | p. 158 |
Notes | p. 159 |
Benchmarking for World-Class Schools | p. 160 |
What Is Benchmarking for Schools? | p. 160 |
Why Benchmark a School? | p. 161 |
What School Benchmarking Is | p. 161 |
What School Benchmarking Is Not | p. 163 |
Details of the Benchmarking Process | p. 165 |
Where to Look for Benchmark Models | p. 167 |
Possibilities for Improving Education | p. 168 |
On the Subject of Change | p. 168 |
Conducting the Benchmarking Site Visit | p. 169 |
Benchmark: Good Research | p. 170 |
Benchmark: Reliable Teaching and School Effectiveness | p. 171 |
Benchmark: Processes That drive Performance | p. 172 |
Benchmark: Essentials of Effective Schools | p. 172 |
The Spirit of Organizational Change | p. 173 |
Identifying Low-Performing Schools | p. 175 |
Benchmark Principles for Reliable Schools | p. 177 |
Benchmarking Case Studies | p. 178 |
U.S. Schools Accept Singapore Math Books | p. 180 |
Policy Voids Blocking School Improvement | p. 181 |
Notes | p. 187 |
Conclusion: Education and the Future of the Nation | p. 188 |
Precipitating Change: Starting an Epidemic | p. 190 |
Notes | p. 191 |
Afterword | p. 192 |
Benchmarking the Comer School Improvement Process | p. 197 |
State of Hawaii Act 272 Student-Centered Schools: Summary | p. 212 |
Minneapolis Public Schools' School-Based Management and School Improvement Plans | p. 215 |
The School Benchmark Principles | p. 231 |
New Jersey Permanent Statutes Title 18A 7A14.4: Level I District May Apply for Alternative Program of Monitoring, Evaluation | p. 236 |
State of Washington Quality Initiative 97-03 Executive Order: Quality Improvement | p. 238 |
State of Washington Balanced Scorecard Application: Department of Personnel Scorecard--Overall Priorities FY 2001 | p. 241 |
Eighth-Grade Final Exam--1895 | p. 244 |
Bibliography | p. 247 |
About the Authors | p. 252 |
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