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The author shows readers how to overcome the challenge of implementing NCLB by building organizational capacity through a knowledge model.
- Sales Rank: #6057174 in Books
- Brand: Corwin
- Published on: 2006-03-23
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .44" w x 6.10" l, .64 pounds
- Binding: Paperback
- 208 pages
- A context-setting overview of the politics and education initiatives that led to NCLB
- An analysis of what educational leadership means in an age of accountability
- Lessons in leadership from educators, scientists, explorers, and entrepreneurs
- Practical examples, reflective questions, and action ideas to help link concepts to specific
- Recommended resources, publications, and products to help build organizational capacityIntended
Review
"I believe this book should be read by every administrator and teacher leader. It provides a framework for schools to address the need for continuous school improvement in order to meet the expectations of NCLB." (Theron J. Schutte, Superintendent 2005-10-19)
"This inspirational book provides a convincing and compelling call to action. Kimmelman provides plenty of practical examples and moves easily between specific applications and the big picture." (Michael Fullan, Professor 2005-10-15)
“This is a must-read book for anyone who cares about NCLB. By owning up to the difficulty of implementation―and proffering real ideas for meeting NCLB’s challenges―it provides the armature for essential reform and improvement efforts.”
(From the Foreword by Denis P. Doyle 2005-11-10)" . . . an important guide to thinking about how to create the infrastructure to support sustained school improvement. Kimmelman's extensive experience as an educator coupled with his understanding of policymaking and research allow him to transcend the silos that too often constrain thinking about these issues." (Andrew J. Rotherham, Co-Director Education Sector, Senior Fellow Progressive Policy Institute 2005-11-04)
"Kimmelman takes a positive view on NCLB, and his writing assumes a 'make no excuses' tone. He believes educators should stop expending time and effort debating NCLB and concentrate their efforts on raising student achievement levels." (The School Administrator, December 2006 2006-12-14)
About the Author
Paul L. Kimmelman is senior adviser to the CEO at Learning Point Associates. He has served as a consultant to the Qualifications and Curriculum Authority in England, and senior consultant to Project 2061 Professional Development Programs of the American Association for the Advancement of Science. He worked in K–12 education for more than 30 years as a teacher, high school assistant principal, middle school principal, assistant superintendent, and superintendent, and he has been an adjunct professor at several colleges and universities. Currently, he is adjunct professor at Argosy University. As superintendent in Lima, Ohio, he worked to help the district successfully comply with a federal desegregation order. He served as president of the First in the World Consortium when he was a superintendent in Illinois. The consortium was a collaborative group of school districts that were the first noncountry group to participate in the Third International Mathematics and Science Study. He has authored numerous articles and publications on education and presented at national and state education meetings. He is author of Implementing NCLB: Creating a Knowledge Framework to Support School Improvement (2006) and coauthor (with David Kroeze) of Achieving World-Class Schools: Mastering School Improvement Using a Genetic Model (2002). He was appointed by former U.S. Secretary of Education Richard Riley to the National Commission on Mathematics and Science Teaching, chaired by former senator and astronaut John Glenn, and served on the Third International Mathematics and Science Study Technical Review Panel. He was also appointed by U.S. Secretary of Education Rod Paige to serve on the Teacher Assistance Corps and participated in the Teacher-to-Teacher project, offering sessions on building teacher leaders.
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