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The Productive High School: Creating Personalized Academic Communities
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The Productive High School: Creating Personalized Features
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About The Productive High School: Creating Personalized
Product Description "This important book explores the fundamental reasons why our secondary schools look and work in the ways that they do, and synthesizes a substantial body of research in a highly readable form. It should be part of every secondary administrator′s bookshelf and every university′s preparation program."Karen Seashore Louis, Professor and DirectorCenter for Applied Research and Educational ImprovementCollege of Education and Human DevelopmentUniversity of Minnesota, Minneapolis A groundbreaking, research-based discussion on high school reform! For too long, high school reform has been based on concepts and philosophies with no undergirding in solid research. Murphy and his colleagues have changed all that as they discuss how reform based on empirical evidence and a robust set of theories can create productive high schools for all students. The authors focus on core technologies of learning and teaching, organizational systems, and the institutional linkages between schools and their environments. Using current research and case studies from successful schools, they show how to construct models of learning-driven school communities that encourage excellence. The analysis focuses on classroom dynamics of engaged learning and teaching and the necessary steps to create a personalized academic high school. Key concepts cover: Defining the learning imperative Developing humanized and intellectual relationships for learning Laying the groundwork for dynamic, adaptive change Building linkages with home and family The Productive High School offers a clear, concise understanding of what it will take to achieve meaningful learning. Practicing educators, parents, policymakers, researchers, and concerned citizens will find this a valuable and comprehensive resource of high school reform that works. Review "This important book explores the fundamental reasons why our secondary schools look and work in the ways that they do, and synthesizes a substantial body of research in a highly readable form. It should be part of every secondary administrator’s bookshelf and every university’s preparation program." -- Karen Seashore Louis "Educators rarely find so many thoughts so well organized and in a single volume...the combination of theory, research, and example is a strength of this book...the authors present a compelling vision of what high schools can be." -- Paul Goldman ― NASSP Bulletin "Highly recommended for any educator in search of tips, tricks, and techniques for self improvement on the job." -- The Midwest Book Review ― December 2001 issue "This volume suggests powerful practice helpful for teachers, prospective teachers, and anyone with a vested interest in the contemporary public high school." -- B. L. Nourie, Illinois State University ― CHOICE, 2002 "The book should be useful to policy makers, teacher educators, administrators, schools, and communities planning for and working toward increased success and meaningful change in high schools. Its primary contribution is its potential to help schools understand why they are being encouraged to change in particular ways and what benefits they might expect from building on solid, empirical research." -- Journal of Education for Students Place At Risk About the Author Joseph F. Murphy is the Frank W. Mayborn Chair and associate dean at Peabody College of Education at Vanderbilt University. He has also been a faculty member at the University of Illinois and The Ohio State University, where he was the William Ray Flesher Professor of Education. In the public schools, he has served as an administrator at the school, district, and state levels, including an appointment as the executive assistant to the chief deputy superintendent of public instruction in California. His most recent appointment was as the founding president of the Ohio Principals Leadership Academy. At the university level, he has served as department chair and
