Redesigning Schools: Lessons for the 21st Century

by Joseph P. McDonald

Overview

"Should be read by all who are not satisfied with the status quo in education."
—Teachers College Record

This book patiently and persuasively asks us to rethink before we ‘redesign' schools, to question many of our deeply ingrained beliefs about learning and schooling, and to move beyond those which no longer meet the test of common sense. It mercifully gives us no ready-to-implement school reform blueprint but rather the necessary design of how to think well about learning and teaching and schooling.
'Theodore R. Sizer, chairman, Coalition of Essential Schools, university professor emeritus, Brown University

Product Details

ISBN-13:	9780787903213
Publisher:	Wiley
Publication date:	12/17/1996
Series:	Education Series
Pages:	296
Product dimensions:	6.32(w) x 9.47(h) x 1.09(d)

About the Author

LARRY MCDONALD is a former teacher and principal. He is currently director of research at the Annenberg Institute for School Reform at Brown University.

Table of Contents

Introduction: New Schools for a New Century
Part One: Believing
1. A New Belief System
2. Leading with Belief
Part Two: Wiring
3. Wiring Fundamentals
4. Rewiring a School
Part Three: Tuning
5. Tuning Challenges
6. A Tuning Protocol
Conclusion: Scaling Up by Scaling Down

What People are Saying About This

From the Publisher

?Redesigning School provides new fundamental insights into how to rethink school reform. It manages to stay very close to students, teachers, and schools, while at the same time linking school redesign to national efforts and broad-based accountability. Traveling effortlessly back and forth from the big to the small picture is no small feat. The concepts of 'rewiring,' 'tuning,' and 'lateral accountability' are new and powerful analytic tools with immense practical value. One no longer needs to choose between case studies and macro reform. It's all here in one book.? —Michael Fullan, Ontario Institute for Studies in Education, University of Toronto

• This very probing analysis exposes deep-seated barriers to all school reform and makes powerful and challenging suggestions for overcoming the problems. It is a very important contribution, and a must read for all concerned about schooling in America.? —James P. Comer, M.D., Maurice Falk Professor of Child Psychiatry, and director, School Development Program, Yale University Child Study Center

'A bracing tonic of well-grounded observations, rich and provocative metaphors, and wise and candid reflections.? —Howard Gardner, Harvard Graduate School of Education

'An honest, analytical and reflective commentary on how schools are and, more importantly, how they could be. McDonald's penetrating insights combine candor and realism with ethics and idealism. With respect for the hard work it will take, Redesigning School inspires us to aspire to more.? —Adam Urbanski, president, Rochester Teachers Association

• This book patiently and persuasively asks us to rethink before we 'redesign' schools, to question many of our deeply ingrained beliefs about learning and schooling, and to move beyond those which no longer meet the test of common sense. It mercifully gives us no ready-to-implement school reform blueprint but rather the necessary design of how to think well about learning and teaching and schooling.? —Theodore R. Sizer, chairman, Coalition of Essential Schools, university professor emeritus, Brown University

"This is a book that is both encouraging and discomforting. It is encouraging because it offers attainable strategies for change. Yet is also discomforting in pointing out that we are often our own worst enemies, engaging in internecine battles and refusing to step back and look at ourselves. Redesigning School should be read by all who are not satisfied with the status quo in education." —Teachers College Record

Editorial Reviews

"Redesigning School provides new fundamental insights into how to rethink school reform. It manages to stay very close to students, teachers, and schools, while at the same time linking school redesign to national efforts and broad-based accountability. Traveling effortlessly back and forth from the big to the small picture is no small feat. The concepts of ‘rewiring,' ‘tuning,' and ‘lateral accountability' are new and powerful analytic tools with immense practical value. One no longer needs to choose between case studies and macro reform. It's all here in one book." —Michael Fullan, Ontario Institute for Studies in Education, University of Toronto

"This very probing analysis exposes deep-seated barriers to all school reform and makes powerful and challenging suggestions for overcoming the problems. It is a very important contribution, and a must read for all concerned about schooling in America." —James P. Comer, M.D., Maurice Falk Professor of Child Psychiatry, and director, School Development Program, Yale University Child Study Center

"A bracing tonic of well-grounded observations, rich and provocative metaphors, and wise and candid reflections." —Howard Gardner, Harvard Graduate School of Education

"An honest, analytical and reflective commentary on how schools are and, more importantly, how they could be. McDonald's penetrating insights combine candor and realism with ethics and idealism. With respect for the hard work it will take, Redesigning School inspires us to aspire to more." —Adam Urbanski, president, Rochester Teachers Association

"This book patiently and persuasively asks us to rethink before we ‘redesign' schools, to question many of our deeply ingrained beliefs about learning and schooling, and to move beyond those which no longer meet the test of common sense. It mercifully gives us no ready-to-implement school reform blueprint but rather the necessary design of how to think well about learning and teaching and schooling." —Theodore R. Sizer, chairman, Coalition of Essential Schools, university professor emeritus, Brown University

"This is a book that is both encouraging and discomforting. It is encouraging because it offers attainable strategies for change. Yet is also discomforting in pointing out that we are often our own worst enemies, engaging in internecine battles and refusing to step back and look at ourselves. Redesigning School should be read by all who are not satisfied with the status quo in education." —Teachers College Record

From the Publisher