LEADER 02946nam 2200601 a 450 001 9910140595403321 005 20170815152623.0 010 $a1-282-24230-X 010 $a9786613813428 010 $a1-118-26949-7 010 $a0-470-63627-0 035 $a(CKB)2670000000019324 035 $a(EBL)533986 035 $a(OCoLC)642207773 035 $a(SSID)ssj0000421884 035 $a(PQKBManifestationID)11295912 035 $a(PQKBTitleCode)TC0000421884 035 $a(PQKBWorkID)10413132 035 $a(PQKB)10203157 035 $a(MiAaPQ)EBC533986 035 $a(EXLCZ)992670000000019324 100 $a20081208d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLeading for learning$b[electronic resource] $ehow to transform schools into learning organizations /$fPhillip C. Schlechty 205 $a1st ed. 210 $aSan Francisco, Calif. $cJossey-Bass$dc2009 215 $a1 online resource (354 p.) 300 $aDescription based upon print version of record. 311 $a0-7879-9434-0 320 $aIncludes bibliographical references (p. 313-318) and index. 327 $aThe case for transformation -- Systems and technological change -- Bureaucracies versus learning organizations -- Bureaucratic images of schools -- A new image of schools -- The bureaucratic impulse -- Reassessing standards -- Restoring civic capacity and building social capital : two keys to school transformation -- Painting a new image of schools -- Creating the capacity to support innovation -- Standards into sources of direction -- A theory of action -- Engaging the heart and recapturing our heritage. 330 $a Written by acclaimed school reform advocate Phillip C. Schlechty, Leading for Learning offers educators the framework, tools, and processes they need to transform their schools from bureaucracies into dynamic learning organizations. Schlechty explains how to move beyond some of the deeply ingrained and negative conceptions of schooling that guide so much of their practice. He shows educators how they can take advantage of new learning technologies by increasing their organization's capacity to support continuous innovation. ""Clearly not for the fainthearted, Schlechty's engrossing ap 606 $aSchool improvement programs$zUnited States 606 $aSchool management and organization$zUnited States 606 $aEducational change$zUnited States 608 $aElectronic books. 615 0$aSchool improvement programs 615 0$aSchool management and organization 615 0$aEducational change 676 $a371.2/070973 676 $a371.2070973 700 $aSchlechty$b Phillip C.$f1937-$0882874 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910140595403321 996 $aLeading for learning$91972276 997 $aUNINA LEADER 02933nam 2200577 a 450 001 9910782355603321 005 20230721033047.0 010 $a1-281-82565-4 010 $a9786611825652 010 $a0-19-153854-X 035 $a(CKB)1000000000549580 035 $a(EBL)415532 035 $a(OCoLC)437093876 035 $a(SSID)ssj0000200793 035 $a(PQKBManifestationID)11190113 035 $a(PQKBTitleCode)TC0000200793 035 $a(PQKBWorkID)10231275 035 $a(PQKB)10205159 035 $a(MiAaPQ)EBC415532 035 $a(Au-PeEL)EBL415532 035 $a(CaPaEBR)ebr10254364 035 $a(CaONFJC)MIL182565 035 $a(EXLCZ)991000000000549580 100 $a20071121d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMedieval writers and their work$b[electronic resource] $eMiddle English literature 1100-1500 /$fJ.A. Burrow 205 $a2nd ed. 210 $aOxford ;$aNew York $cOxford University Press$dc2008 215 $a1 online resource (165 p.) 300 $aFirst published 1982. 311 $a0-19-953204-4 320 $aIncludes bibliographical references (p. [139]-151) and index. 327 $aContents; 1 The period and the literature; 2 Writers, audiences, and readers; 3 Major genres; 4 Modes of meaning; 5 The afterlife of Middle English literature; Notes; Bibliography; Index 330 $aA fully updated second edition of J. A. Burrow's hugely successful introduction to medieval English literature. - ;In an updated edition of his hugely successful student introduction to English literature from 1100 to 1500, J. A. Burrow takes account of scholarly developments in the field, most notably devoting a final chapter to the impact of historicism on medieval studies. Full of information and stimulating ideas, and a pleasure to read, Burrow's book deals with circumstances of composition and reception, the main genres, 'modes of meaning' (allegory etc.), and medieval literature's afterlife in modern times. It shows that the literature of authors such as Chaucer, Gower, and Langland is more readily accessible than usually imagined, and well worth reading too. By placing medieval writers in their historical context - the four centuries between the Norman Conquest and the Renaissance - Professor Burrow explains not only how they wrote, but why. 606 $aEnglish literature$yMiddle English, 1100-1500$xHistory and criticism 606 $aCivilization, Medieval, in literature 615 0$aEnglish literature$xHistory and criticism. 615 0$aCivilization, Medieval, in literature. 676 $a820/.9/001 700 $aBurrow$b J. A$g(John Anthony)$0938932 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782355603321 996 $aMedieval writers and their work$93720327 997 $aUNINA