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Urban schools in the 21st century face numerous problems including: poverty, violence, underachievement and limited resources. This text examines urban schools in Chicago, where one of the largest experiments in site-based management and accountability has been enacted.
List of contents
Contents: D.C. Lortie, Foreword. Preface. Part I: R. Barr, M. Bizar, Conceptualizing Leadership in the Context of School Reform. Part II:The Response of Schools to the Initial Years of Reform. M. Bizar, Reform at Jackson Elementary: Transition to Site-Based Management. K.L. Morris, J.C. Fischer, The Chicago School Reform at Maria Saucedo Scholastic Academy. Part III:Tensions Between the Local School Council and the Principal. N. Hobbs, Field of Dreams. P. Leki, Yeah Yeah Boo Boo. Part IV:Reform as an Opportunity for Creating Responsive Instruction. M. Maraldi, Washington Irving School: Its Development and Change. P. Mueller, La Lucha Continua: Teachers Engaged in the Struggle Over Ideas and Authority. Part V:New Beginnings: Making Changes in High School Instruction and Learning. D.M. Ogle, K. Hunter, Developing Leadership in Literacy at Amundsen High School: A Case Study of Change. S. Zemelman, The Best Practice High School: Creating a New Small School in a Big City. Part VI: R. Barr, M. Bizar, Insights Into Leadership During Times of School Reform.
About the author
Marilyn Bizar, Rebecca Barr
Summary
Urban schools in the 21st century face numerous problems including: poverty, violence, underachievement and limited resources. This text examines urban schools in Chicago, where one of the largest experiments in site-based management and accountability has been enacted.
