School Change and the MicroSociety® Program
Autor Cary Chernissen Limba Engleză Paperback – 24 aug 2005
- What factors work for or against sustainability?
- How can committed educators and change agents "scale up" models that are successfully engaging students and promoting their learning and development?
Author Cary Cherniss provides answers to these questions by examining the implementation of one particular whole-school reform model: MicroSociety®, a program founded in 1967 and recognized by the US Department of Education as a whole-school reform model.
Profiling in depth the implementation successes and challenges of six MicroSociety schools, the author offers analytical tools and strategies for school leaders attempting to implement and sustain school change. School Change and the MicroSociety® Program is a research-based and strategy-driven resource for any school leader interested in cultivating and sustaining successful school change.
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Specificații
ISBN-13: 9781412917612
ISBN-10: 1412917611
Pagini: 232
Dimensiuni: 178 x 254 x 13 mm
Greutate: 0.41 kg
Ediția:New.
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1412917611
Pagini: 232
Dimensiuni: 178 x 254 x 13 mm
Greutate: 0.41 kg
Ediția:New.
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
"A school's MicroSociety program is not a gimmick, as Professor Cherniss carefully describes and discusses. It is a process that gives students responsibilities and obligations. They experience the benefits of collaboration and the problems of group cohesion, and they learn how and why the bottom line of their economic enterprise requires foresight, decision-making, flexibility, creativity, and more. Are there problems in creating and maintaining such an enterprise? Yes, but Professor Cherniss candidly, critically, sympathetically, and constructively explains why readers will have no doubt that the MicroSociety's educational potential is indeed great. It is the opposite of a transient fad, of which there has been a surfeit."
"Cary Cherniss documents thoroughly and thoughtfully the significant elements of the change process in adopting comprehensive school reform. Applying the detailed case studies of MicroSociety, he captures the essence of a powerful model that is focused on facilitating student learning through leaderhsip development and empowerment. Extraordinary insights and analysis on a range of topics, from emotional intelligence to funding, provide lessons learned to inform what actually matters for sustainable impact. This book is essential reading for every education entrepreneur."
"Cary Cherniss documents thoroughly and thoughtfully the significant elements of the change process in adopting comprehensive school reform. Applying the detailed case studies of MicroSociety, he captures the essence of a powerful model that is focused on facilitating student learning through leaderhsip development and empowerment. Extraordinary insights and analysis on a range of topics, from emotional intelligence to funding, provide lessons learned to inform what actually matters for sustainable impact. This book is essential reading for every education entrepreneur."
Cuprins
Dedication
Foreword by Roland S. Barth
Preface
Acknowledgments
About the Author
Part One: Overview of the Program
1. The MicroSociety® Program
A Day in the Life of a MicroSociety® Program School
The Origins of the MicroSociety® Program
The MicroSociety® Idea Spreads
The Guiding Philosophy Behind the MicroSociety® Program
Basic Elements of the Program
MicroSociety® Program Outcomes: What the Research Shows
The Problem of Implementation
Conclusion
2. Challenges Encountered in Implementing the Program
Lack of Teacher Buy-in
Excessive Time and Work Demands
Making Links Between the MicroSociety® Program and the Core Curriculum
What to Do With “Problem” Students?
The Problem of Staff Conflict
The “Fog of Change”
Threats to Sustainability
Conclusion
Part Two: Guidelines for Successful Implementation
3. Creating a Favorable Context
Guideline 1: Relationships Among Teachers and Principal
Guideline 2: Goodness of Fit
Guideline 3: Parent and Community Involvement
Guideline 4: Principal Support
4. Introducing the Program to the School
Guideline 5: Giving Teachers a Meaningful Voice
Guideline 6: Planning Before the Program Begins
Guideline 7: Securing Additional Funding
Guideline 8: Matching Teachers With Ventures
Guideline 9: Realistic Goals and Time Perspectives
5. Keeping It Running
Guideline 10: Expand Student Responsibility
Guideline 11: Seek Out Additional Resources
Guideline 12: Create a Culture of Experimentation
Guideline 13: Continue to Set Aside Time for Planning
Guideline 14: Create an Open and Flexible Decision-Making Structure
6. Leadership – The Critical Ingredient
Guideline 15: The Principal as Advocate
Guideline 16: Emotionally Intelligent Leadership
Part Three: Case Studies in Implementation
7. A Successful Replication: Mesquite Elementary School
Before-the-Beginning: Providing a Favorable Context
Introducing the Program to the School
Making It Work: The Management Team, the Coordinator, and the Consultant
Maintaining Teacher Commitment Through Decision-Making, Planning, and Training
Seeking Out and Using Resources
A Supportive Principal and Organizational Climate
The Principal’s Social Capital and Emotional Intelligence
Conclusion
8. Wellfleet Elementary: Everything That Can Go Wrong…
The School and Its History With the Program
What Went Wrong? The Before-the-Beginning Phase
Sowing the Seeds of Trouble: Introducing the Program to the School
Becoming Operational: Trying to Cope With Chaos
The Organizational Context: Weak Leadership and a Negative Climate
9. Montgomery Middle School: Success That Could Not Be Sustained
The School and Its Community
Introducing the Program to the School: The Principal Takes the Lead
Becoming Operational: The Teachers Confront Reality
The Program Ends
Part Four: Sustaining School Change in an Ever-Changing World
10. Implications for Research, Policy, and Practice
Implementing Change Versus Sustaining It
Two Central Lessons That Emerge From the Study
A First Step: The Selection and Training of Educators
The Role of the External Environment
Conclusion
Resource A: A Description of the Study
Resource B: The Implementation Guidelines
References
Index
Foreword by Roland S. Barth
Preface
Acknowledgments
About the Author
Part One: Overview of the Program
1. The MicroSociety® Program
A Day in the Life of a MicroSociety® Program School
The Origins of the MicroSociety® Program
The MicroSociety® Idea Spreads
The Guiding Philosophy Behind the MicroSociety® Program
Basic Elements of the Program
MicroSociety® Program Outcomes: What the Research Shows
The Problem of Implementation
Conclusion
2. Challenges Encountered in Implementing the Program
Lack of Teacher Buy-in
Excessive Time and Work Demands
Making Links Between the MicroSociety® Program and the Core Curriculum
What to Do With “Problem” Students?
The Problem of Staff Conflict
The “Fog of Change”
Threats to Sustainability
Conclusion
Part Two: Guidelines for Successful Implementation
3. Creating a Favorable Context
Guideline 1: Relationships Among Teachers and Principal
Guideline 2: Goodness of Fit
Guideline 3: Parent and Community Involvement
Guideline 4: Principal Support
4. Introducing the Program to the School
Guideline 5: Giving Teachers a Meaningful Voice
Guideline 6: Planning Before the Program Begins
Guideline 7: Securing Additional Funding
Guideline 8: Matching Teachers With Ventures
Guideline 9: Realistic Goals and Time Perspectives
5. Keeping It Running
Guideline 10: Expand Student Responsibility
Guideline 11: Seek Out Additional Resources
Guideline 12: Create a Culture of Experimentation
Guideline 13: Continue to Set Aside Time for Planning
Guideline 14: Create an Open and Flexible Decision-Making Structure
6. Leadership – The Critical Ingredient
Guideline 15: The Principal as Advocate
Guideline 16: Emotionally Intelligent Leadership
Part Three: Case Studies in Implementation
7. A Successful Replication: Mesquite Elementary School
Before-the-Beginning: Providing a Favorable Context
Introducing the Program to the School
Making It Work: The Management Team, the Coordinator, and the Consultant
Maintaining Teacher Commitment Through Decision-Making, Planning, and Training
Seeking Out and Using Resources
A Supportive Principal and Organizational Climate
The Principal’s Social Capital and Emotional Intelligence
Conclusion
8. Wellfleet Elementary: Everything That Can Go Wrong…
The School and Its History With the Program
What Went Wrong? The Before-the-Beginning Phase
Sowing the Seeds of Trouble: Introducing the Program to the School
Becoming Operational: Trying to Cope With Chaos
The Organizational Context: Weak Leadership and a Negative Climate
9. Montgomery Middle School: Success That Could Not Be Sustained
The School and Its Community
Introducing the Program to the School: The Principal Takes the Lead
Becoming Operational: The Teachers Confront Reality
The Program Ends
Part Four: Sustaining School Change in an Ever-Changing World
10. Implications for Research, Policy, and Practice
Implementing Change Versus Sustaining It
Two Central Lessons That Emerge From the Study
A First Step: The Selection and Training of Educators
The Role of the External Environment
Conclusion
Resource A: A Description of the Study
Resource B: The Implementation Guidelines
References
Index
Notă biografică
Cary Cherniss currently is Professor of Applied Psychology and Director of the Organizational Psychology Program in the Graduate School of Applied and Professional Psychology at Rutgers University. He also has taught at the University of Michigan in Ann Arbor, the University of Illinois in Chicago, the Chicago Medical School, and the Illinois Institute of Technology. He received his PhD in psychology from Yale University in 1972. Dr. Cherniss specializes in the areas of emotional intelligence, professional burnout, management training and development, and planned organizational change. He has published more than 50 scholarly articles and book chapters on these topics, as well as six books: The Emotionally Intelligent Workplace (with Daniel Goleman); Promoting Emotional Intelligence in the Workplace: Guidelines for Practitioners (with Mitchel Adler); The Human Side of Corporate Competitiveness (with Daniel Fishman); Professional Burnout in Human Service Organizations; Staff Burnout; and Beyond Burnout: Helping Teachers, Nurses, Therapists, and Lawyers Recover From Stress and Disillusionment. In addition to his research and writing, Dr. Cherniss has consulted with many schools and school districts. He also has consulted with other kinds of organizations in both the public and private sectors, including American Express Financial Advisors, Johnson & Johnson, the U.S. Coast Guard, the U.S. Office of Personnel Management, Honeywell, and PSEG Power. He currently is the director and cochair (with Daniel Goleman) of the Consortium for Research on Emotional Intelligence in Organizations. He is a fellow of the American Psychological Association and past president of its Division 27 (Society for Community Research and Action), and he is a member of the Academy of Management.
Descriere
Be an agent of positive, enduring change with these specific strategies gleaned from the MicroSociety® program and apply them to your school improvement efforts.