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Managing To Change: How Schools Can Survive (And Sometimes Thrive) In Turbulent Times (The Series On School Reform),Used
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Product DescriptionThis book shows how school improvement efforts are often undermined by the changing conditions around schools, as well as by some of the very policies and programs designed to help them make improvements. Hatch argues that schools cannot wait around for conditions to improve or for policymakers to figure out how to provide the right support. Schools need to create the conditions for their own success. To help them accomplish that, the author describes a small set of key practices that schools can use to get resources, manage external demands, and build their capacity to make and sustain improvements over time.Drawing on the stories of real schools, this important book: Explains why even schools that have strong principals, committed teachers, and involved parents continue to struggle while other schools can get by even without displaying the usual features of effectiveness. Provides practical strategies to help schools take advantage of opportunities and respond to pressures in the external environment. Explains why some of the usual solutions to improving schoolslike increasing pressure on lowperforming schools, scalingup programs, and school choicedont seem to be working the way they are supposed to. Offers a vision of the work that needs to be done at both the local and national level to support school improvement on a wider scale.ReviewA wise synthesis of how to effect meaningful, lasting, positive changes in schools.Howard Gardner, Harvard Graduate School of EducationA must have for those ready to tackle largescale reform in order to get new results.Michael Fullan, University of TorontoGives educators an effective map by which to guide their thinking.'Richard A. Middleton, Superintendent, San Antonio, TexasReviewA wise synthesis of how to effect meaningful, lasting, positive changes in schools.Howard Gardner, Harvard Graduate School of EducationA must have for those ready to tackle largescale reform in order to get new results.Michael Fullan, University of TorontoGives educators an effective map by which to guide their thinking.'Richard A. Middleton, Superintendent, San Antonio, TexasAbout the AuthorThomas Hatch is an associate professor at Teachers College, Columbia University and Codirector of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His books include the coedited volume Going Public with Our Teaching: An Anthology of Practice.
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