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Implementing NCLB: Creating a Knowledge Framework to Support School Improvement

Sprache: Englisch.
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Implementing the No Child Left Behind Act is a monumental task, and Paul Kimmelman shows readers how to overcome the obstacles and challenges to meeting NCLB's rigorous requirements.
Starting with a concise overview of the origins-and inevitability-o … weiterlesen
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Produktdetails

Titel: Implementing NCLB: Creating a Knowledge Framework to Support School Improvement
Autor/en: Paul L. Kimmelman

ISBN: 141291714X
EAN: 9781412917148
Sprache: Englisch.
CORWIN PR INC

März 2006 - kartoniert - 175 Seiten

Beschreibung

Implementing the No Child Left Behind Act is a monumental task, and Paul Kimmelman shows readers how to overcome the obstacles and challenges to meeting NCLB's rigorous requirements.
Starting with a concise overview of the origins-and inevitability-of NCLB, Kimmelman then introduces a knowledge framework to build organizational capacity. Acquiring, managing, and using data are key to making informed decision making and empowering everyone in the school-and this increased organizational capacity is key to improving schools.
Implementing change is hard work, and Kimmelman includes lessons in leadership from education, science, and business. The book includes examples of current practices, research, strategies and reflective questions, and action ideas to help leaders and leadership teams move these ideas into practice.

Inhaltsverzeichnis

Foreword by Denis Doyle
Preface
Acknowledgements
About the Author
1. What Education Events Led to NCLB
2. Using Knowledge to Build Organizational Capacity
3. Knowledge Acquisition
4. Knowledge Management
5. Knowledge Implementation
6. Stories of Courageous Leadership
7. Final Words
Resource A: Tibbott Case Study
Resource B: High School Reform
References
Index

Portrait

Paul L. Kimmelman is senior adviser to the CEO at Learning Point Associates. He has served as a consultant to the Qualifications and Curriculum Authority in England, and senior consultant to Project 2061 Professional Development Programs of the American Association for the Advancement of Science. He worked in K-12 education for more than 30 years as a teacher, high school assistant principal, middle school principal, assistant superintendent, and superintendent, and he has been an adjunct professor at several colleges and universities. Currently, he is adjunct professor at Argosy University. As superintendent in Lima, Ohio, he worked to help the district successfully comply with a federal desegregation order. He served as president of the First in the World Consortium when he was a superintendent in Illinois. The consortium was a collaborative group of school districts that were the first noncountry group to participate in the Third International Mathematics and Science Study. He has authored numerous articles and publications on education and presented at national and state education meetings. He is author of Implementing NCLB: Creating a Knowledge Framework to Support School Improvement (2006) and coauthor (with David Kroeze) of Achieving World-Class Schools: Mastering School Improvement Using a Genetic Model (2002). He was appointed by former U.S. Secretary of Education Richard Riley to the National Commission on Mathematics and Science Teaching, chaired by former senator and astronaut John Glenn, and served on the Third International Mathematics and Science Study Technical Review Panel. He was also appointed by U.S. Secretary of Education Rod Paige to serve on the Teacher Assistance  Corps and participated in the Teacher-to-Teacher project, offering sessions on building teacher leaders.

Pressestimmen

"Kimmelman takes a positive view on NCLB, and his writing assumes a 'make no excuses' tone. He believes educators should stop expending time and effort debating NCLB and concentrate their efforts on raising student achievement levels."
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