The authors offer a practical approach to creating a reorganized, fully-integrated student support community that contributes to increasing academic success.
|Edition description:||New Edition|
|Product dimensions:||7.00(w) x 10.00(h) x 0.40(d)|
About the Author
Karen Seashore Louis is the Rodney Wallace Professor of Educational Policy and Administration at the University of Minnesota–Twin Cities. Her area of expertise includes improvement in K–12 leadership and policy over the last 30 years, particularly in urban secondary schools. Louis also conducts research on organizational changes within higher education, with particular attention to faculty roles, and on international comparative policy in educational reform. A past president of Division A of the American Educational Research Association (AERA), she is a widely published author in the field. Recent books include Organizing for School Change, Leadership for Change and School Improvement: International Perspectives, Handbook of Educational Administration, Second Edition, and Organizational Learning in Schools. Louis earned a bachelor's degree in History from Swarthmore College and a doctorate in sociology from Columbia University.
Molly F. Gordon is a research fellow at the Center for Applied Research and Educational Improvement at the University of Minnesota. Her research has focused on issues of leadership in school reform. Gordon received a master's degree in educational policy studies from the University of Wisconsin–Madison, and a doctorate in educational policy at the University of Minnesota–Twin Cities.
Table of Contents
AcknowledgmentsAbout the AuthorsBefore We Begin…1. The Gaping Hole in School Reform2. Old Versus New Models of Student Support Programs3. Barriers to Creating a Comprehensive Support Program4. New Practices Defined5. In the Beginning: What School Leaders Can Do About Student Support6. Initiating and Sustaining ChangeAppendix: Research MethodsEndnotesReferencesIndex