Total Quality Education: Transforming Schools Into Learning Places

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In this book, the authors skillfully adapt the principles of Total Quality Management and apply them to education. They describe how the changes can be implemented in everyday practice and present a learning model. They also provide a planning and troubleshooting guide.

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Product Details

Meet the Author

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

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Table of Contents

About the Authors
1 The Nature of Total Quality Education 1
Striking Parallels Between Deming and Dewey 1
TQE Represents True Reform 4
Deming's Dim View of Pay Incentives 6
Deming's Criticism of U.S. Educational Goals 7
Using Deming to Consider Deep Change 8
Deming and Curricular Issues 12
The Deming Learning Place Versus a School 13
2 The Learning Place 20
Deming's Challenge to Traditional Schooling 21
A Glimpse of a Learning Place 22
Middle-Range Experiences 23
Higher-Range Experiences 24
The Learning Council 25
Home-Community-Business Linkages 25
Replacing Supervision With Consultation 25
Reflective Learning 26
Temporal/Spatial Forms 27
Educational Transformation 30
Promoting Reflection in Action 30
3 The Learning Model for the Learning Place 36
Biological Origins of the Personal Curriculum 37
Variance of Individuals 38
The Self Domain 39
The Readiness Domain 41
The Competence Domain 42
The Inquiry Domain 43
Four Teaching Themes 45
Linking Situational Teachers to the Domains 51
Anticipating Results 52
Some Reasonable Expectations 52
4 Curriculum Planning 60
Rejecting Static Curriculum Models 60
Rejecting Scientism and False Objectivity 62
Planning Systems: Ethico-Political Expressions 62
Reexamining Learning and Teaching 64
Arena Planning and Nonlinear Models 65
Curriculum Chunking 71
Rejecting Means-Ends Dichotomies in Schools 74
Steps for Developing Elementary Curriculum 76
Eliminating Secondary Departmentalization 79
Refusing to Engage in Tinkering 80
Opposition and Opponents 81
Learning-Centered Education 83
Moving Toward a TQE Curriculum 85
Always "Becoming" 85
5 Evaluation 94
Learning Versus Measurement 95
Keeping the Joy in Learning 96
Putting Learning First 97
Defining Success 98
Putting Evaluation in Its Place 98
Toward a New Rationale for Evaluation 99
Kaizen/Continuous Improvement 102
Evaluation as Empowerment 103
Planning and Troubleshooting Guide 108
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