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Shapiro, Arthur S., 1928-
Making large schools work : the advantages of small schools / Arthur Shapiro
Alternate Title Advantages of small schools
Lanham, Md. : Rowman & Littlefield, c2009
book jacket
Location Call Number Status
 4th Floor  LB3012.5 .S48 2009    AVAILABLE
Subject(s) School size -- United States
Class size -- United States
School improvement programs -- United States
Physical Description xiv, 194 p. : ill. ; 24 cm
Note Includes bibliographical references (p. 187-192)
Contents Section I : Size generates shoals that can wreck us -- Size really matters : a sea of troubles (Why do we have problems making large schools work?) Comparing and contrasting large and small schools -- Our assumptions and beliefs drive us : we hardly realize what they are - and that they do -- Section II: How organizations (read schools) work---their dynamics -- How to make sure we stay afloat (How to work with the dynamics of the school, so we don't screw up too badly) and how to create a healthy subculture in the process -- Hidden eddies that can drive us off course : metaphors and images of organizations that often dominate our thinking - and a curriculum-steering task force that generates controlled change as a routine -- Five hidden whirlpools (pulls, or centers of influence) that the five parts of the organization inevitably generate -- Adrift, out of control, plunging over the waterfall? (OK, once we get our schools productive, how do we keep them there?) -- Power and its uses : sink or swim -- Leadership - the impact of the Honcho (If we find a honcho to diagnose and to steer us through the shoals) -- Section III : Strategies on how to get there -- Paddling into the current : top-down change strategies, and this one - how to pull it off : making plans work by finessing resistance -- Section IV : Three case studies to demonstrate how to pull off improving schools by decentralizing -- Example 1 : Beliefs, myths, and realities : decentralizing a rogue Junior High into a model middle school (despite the riptides) -- Example 2 : Moving a large elementary school into a decentralized constructivist model (and the scores jumped up) -- Example 2, continued : Success! Three (and, postscript, now five) years of constructivism : spectacular changes - and the scores jumped up (still perking, but needing to replan) -- Example 3: Making a large inner-city high school work by decentralizing it - steering it through the currents -- Section V: What did we do? Why did it work? How can I do it? By building an infrastructure and culture to make it work--absolutely crucial -- Summing up very briefly : size really matters - decentralization works - seawalls revisited : four infrastructures to keep the renewal process surging

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