.png){kind=logo}
19%OFF
Stock image for illustration purposes only - book cover, edition or condition may vary.
Improving Schools from within
Roland S. Barth
€ 23.99
€ 19.38
FREE Delivery in Ireland
Description for Improving Schools from within
Paperback. The author argues that teachers, principals and parents can be the most powerful source of innovative ideas for reforming schools and that communication, collegiality and risk-taking among adults in the school can create an atmosphere that encourages learning and leadership for all. Num Pages: 224 pages, illustrations. BIC Classification: JNA. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 16. Weight in Grams: 278.
"A humane blueprint for school reform that--instead of startingwith a 'deficiency' model of what teachers can't do and giving them'inservice' workshops ad infinitum--would build on the educationalstaff's existing strengths." --The New York Times BookReview
Barth hows how communication, collegiality, and risk-takingamong adults can create an atmosphere of learning and leadershipfor all.
"A humane blueprint for school reform that--instead of startingwith a 'deficiency' model of what teachers can't do and giving them'inservice' workshops ad infinitum--would build on the educationalstaff's existing strengths." --The New York Times BookReview
Barth hows how communication, collegiality, and risk-takingamong adults can create an atmosphere of learning and leadershipfor all.
Product Details
Format
Paperback
Publication date
1991
Publisher
John Wiley & Sons Inc United States
Number of pages
224
Condition
New
Number of Pages
224
Place of Publication
New York, United States
ISBN
9781555423681
SKU
V9781555423681
Shipping Time
Usually ships in 7 to 11 working days
Ref
99-50
About Roland S. Barth
Roland S. Barth Roland S. Barth is one of the country's most renowned educators and the author of a best-selling book on improving schools.
Reviews for Improving Schools from within
"A humane blueprint for school reform that
instead of starting with a 'deficiency' model of what teachers can't do and giving them 'inservice' workshops ad infinitum
would build on the educational staff's existing strengths." (The New York Times Book Review)
instead of starting with a 'deficiency' model of what teachers can't do and giving them 'inservice' workshops ad infinitum
would build on the educational staff's existing strengths." (The New York Times Book Review)