|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910810854103321 |
|
|
Autore |
Blankstein Alan M. <1959-> |
|
|
Titolo |
The answer is in the room : how effective schools scale up student success / / Alan M. Blankstein |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : Corwin, , [2011] |
|
�2011 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-4522-3893-6 |
1-5063-3528-4 |
1-4522-2466-8 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (xxii, 117 pages) : illustrations |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Classificazione |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
School improvement programs |
Educational leadership |
Academic achievement |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
""Cover""; ""Contents""; ""List of Figures""; ""List of Tools to Help Answer the Question in the Room""; ""Preface""; ""Acknowledgments""; ""About the Author""; ""Dedication""; ""Chapter 1 - Why We Can't Wait to Scale Student Success""; ""Chapter 2 - A Process to CREATE Sustained Student Success""; ""Chapter 3 - The Courage to Commit to the Work""; ""Chapter 4 - Resources Are in the Room""; ""Chapter 5 - Taking Stock of the Excellence in the Room""; ""Chapter 6 - An Action Plan for Engaging the Entire Learning Community"" |
""Chapter 7 - Transference of Knowledge and Skills Throughout the Learning Community""""Chapter 8 - Embedding the New Learning in the Culture for Sustainability""; ""Tools to Help Answer the Questions in the Room""; ""Bibliography""; ""Index"" |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Citing wisdom from top educational experts and building on what is already working, Alan M. Blankstein offers tools for finding excellence in schools, scaling these practices across learning communities, and transforming low-performing schools into high-performing schools. |
|
|
|
|
|
|
|