Changing school culture through staff development / edited by Bruce R. Joyce

Contributor(s): Material type: TextTextPublication details: Alexandria, Virginia : ASCD, c1990Description: xviii, 256 pages ; 23 cmISBN:
  • 871201569
Subject(s): LOC classification:
  • LB 2806.15 .C4 1990
Contents:
I. Staff development, innovation, and institutional development --II. The self-educating teacher : empowering teachers through research --III. Integrating staff development and school improvement : a study of teacher personality and school climate --IV. The principal's role in teacher development --V. Staff development and the restructured school --VI. The legacy of the teacher center --VII. Connecting the university to the school --VIII. Recent developments in England and Wales --IX. Perspectives from down under --X. The Pittsburgh experience : achieving commitment to comprehensive staff development --XI. The Los Angeles experience : individually oriented staff development --XII. The Lincoln experience : development of an ecosystem.
Summary: As a young psychologist, I left my position at the Children's Hospital, and subsequently at Juvenile Hall, feeling that most of my work was "too little, too late"; I was trying to solve problems that could have been prevented. So I became a school psychologist to work at the preventive rather than the remedial end of students' academic, social, and emotional growth. Certainly many of their problems were home-based, but educators had little control of that environment. At school, we had considerable control over five or six hours, about a third of a student's waking day. Surely, there were things we could do that might ameliorate, if not change, any undesirable effects from the other two-thirds of that day.
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Item type Current library Home library Collection Call number Copy number Status Date due Barcode
Books Books National University - Manila LRC - Graduate Studies General Circulation Gen. Ed - CEAS GC LB 2806.15 .C4 1990 (Browse shelf(Opens below)) c.1 Available NULIB000012306

Includes bibliographical references.

I. Staff development, innovation, and institutional development --II. The self-educating teacher : empowering teachers through research --III. Integrating staff development and school improvement : a study of teacher personality and school climate --IV. The principal's role in teacher development --V. Staff development and the restructured school --VI. The legacy of the teacher center --VII. Connecting the university to the school --VIII. Recent developments in England and Wales --IX. Perspectives from down under --X. The Pittsburgh experience : achieving commitment to comprehensive staff development --XI. The Los Angeles experience : individually oriented staff development --XII. The Lincoln experience : development of an ecosystem.

As a young psychologist, I left my position at the Children's Hospital, and subsequently at Juvenile Hall, feeling that most of my work was "too little, too late"; I was trying to solve problems that could have been prevented. So I became a school psychologist to work at the preventive rather than the remedial end of students' academic, social, and emotional growth. Certainly many of their problems were home-based, but educators had little control of that environment. At school, we had considerable control over five or six hours, about a third of a student's waking day. Surely, there were things we could do that might ameliorate, if not change, any undesirable effects from the other two-thirds of that day.

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