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Aligning Student Support With Achievement Goals: The Secondary Principal's Guide
 

Aligning Student Support With Achievement Goals: The Secondary Principal's Guide (Paperback)

By Louis, Karen S.
By Gordon, Molly F.

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Addresses principals' struggles with school reform and the barriers to reform, and also provides guidelines and resources for overcoming barriers, with exercises and useful images to get school leaders started on the path towards change.

ISBN 9781412916608
Barcode 9781412916608
Published 15 December 2005 by SAGE Publications Inc
Format Paperback
Alternate Format(s) View All (1 other possible title(s) available)
Availability
Internationally sourced; usually ships 2-3 weeks

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Full details for this title

ISBN-13 9781412916608
ISBN-10 1412916607
Stock Available
Status Internationally sourced; usually ships 2-3 weeks
Publisher SAGE Publications Inc
Imprint SAGE Publications Inc
Publication Date 15 December 2005
International Publication Date 8 December 2005
Publication Country United States United States
Format Paperback
Author(s) By Louis, Karen S.
By Gordon, Molly F.
Category Non-Teaching & Support Staff
Number of Pages 168
Dimensions Width: 177mm
Height: 254mm
Spine: 10mm
Weight 310g
Interest Age General Audience
Reading Age General Audience
Library of Congress Counseling in secondary education - United States, Student assistance programs - United States
NBS Text Education & Teaching
ONIX Text Professional and scholarly
Dewey Code 371.2
Catalogue Code Not specified

Description of this Book

Many headteachers feel they lack the personnel necessary to raise student achievement to mandated levels. Yet, as school leaders seek to improve educational outcomes, one of the most underutilized groups remains student support professionals - the counsellors, social workers, and nurses already on site. Karen Seashore Louis and Molly F. Gordon offer a practical approach to creating a fully integrated student support community that contributes to increasing achievement levels. Incorporating research and practical strategies into a broader paradigm of leadership, they offer directives for implementing reform initiatives and rigorously assessing their effectiveness.Bridging theory and practice, this book provides: o An examination of emerging models linking student support programs and academic achievement o Guidelines and resources for overcoming barriers to reform o Exercises and suggestions to help start the change process o Case studies of principals who have successfully integrated their student support services o An expanded comprehensive support model (CSP) that considers the multi-professional nature of student support activities Reorganizing existing resources is the most efficient path to school reform. Rather than limiting the counsellor or social worker's role, use it to form a comprehensive support program to help improve school achievement!

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Awards, Reviews & Star Ratings

NZ Review This book (will)...get you thinking and ready to grapple with some of the major issues facing counseling today. -- Dan LaBore, Bush Program Project Coordinator 20050105 Principals who have joined forces with their school counselor in leadership, advocacy, and systemic change are seeing the results in equity of opportunity for all students in their charge. This book is a tool to help the principal partner in support of the school counselors' efforts to act intentionally to drive data in a positive direction. -- Carolyn Stone, Associate Professor & Counselor Educator, University of North Florida, Jacksonville 20050105 Seashore Louis and Gordon provide a remarkably insightful and user-friendly portfolio of strategies for fully integrating the student personnel function into the quest to create more productive schools. -- Joseph Murphy, Professor 20050127

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Author's Bio

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.

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