To advance equity, districts and schools must serve the whole person. Equitable outcomes are more likely to result when whole-person initiatives are implemented within an aligned and coherent system. If educators at every level of the K-12 system--from the state level to the classroom--work in aligned and coherent ways to sustain the conditions…

"Be a CHANGEMASTER" is a practical guide for school and district leaders that provides 12 strategies for overcoming resistance to change. Unlike more theoretical books, this text shows how to adopt a coaching style of leadership as a systemic change strategy. Numerous examples demonstrate how the strategies used in this book have led to…

In the summer of 2008, the College Board, the National Association of Secondary School Principals (NASSP) and the American School Counselor Association (ASCA) designed a Web-based survey on the principal-counselor relationship. Invitations to take the survey were sent to 16,901 individuals: 4,846 principals from NASSP membership lists; 4,772…

The objective of this article is to examine the rhetoric of educational leadership within a Scandinavian context, as it occurs within the framework of New Public Management. The study asks questions about new demands on leadership expressed in policy documents. Local culture and distinctive aspects of national life tend to modify external…

This book was written for teachers and principals who wish to exercise leadership in the ongoing work of school renewal. The book presents a new theory of educational leadership, examines the essential elements of leadership, and provides an indepth look at what "vision" means for educational leaders. Chapter 1 describes the roles of the principal…

This fifth volume of a six-volume study of a school district code-named "Milford" sketches life histories and careers of the school's original faculty some 15 years after the school was founded. Section I outlines the study's problems and procedures; describes the faculty as a group of true believers initially characterized by humor, inexperience,…

Urges that the changes in the ethnic, religious, and cultural pluralism in the United States, as well as those in politics of the educational system, be taken into account when designing history curricula. Argues that world history should replace the western civilization course. (KO)

Asserts that understanding the influences on art education takes an examination of research in related disciplines. Maintains that researchers are coming to appreciate the educational strategies grounded in artistic thinking and practice. Contends that contemporary art theory and practice contains most of the insights needed to inform the field.…

Asserts that history for primary-level children should be organized around key ideas that characterize the field of history. Maintains that such everyday concepts such as time, change, the continuity of human life, and the past can be taught to young children and can be used as a foundation for later historical thinking. (CFR)

An approach to higher education curriculum that focuses on curriculum's potential to produce desired outcomes is outlined. Signs of need for such an approach, forces for change, and signs of hope in current educational trends are noted, and 11 principles for action are proposed. Principles focus on active, integrated learning and assessment. (MSE)