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Summary
Summary
A decade after publication of his best-selling book, Barth returns to the schoolhouse. Drawing from a career committed to building schools rich in community, learning, and leadership, he shows how to accomplish the most difficult task of school reform-transforming a school's culture so that it will be hospitable to human learning. In an engaging conversational style, he suggests how school people can become the architects, engineers, and designers of their own schools-and of their own destinies.
Author Notes
Roland S. Barth Roland S. Barth is one of the country's most renowned educators and the author of the best-selling Jossey-Bass book "Improving Schools from Within" (over 100,000 copies sold). He has been a public school teacher and principal, recipient of a Guggenheim Fellowship, and a member of the faculty of Harvard University where he founded the Harvard Principals' Center and the International Network of Principals' Centers.
Reviews 1
Choice Review
This engagingly written, wise monograph examines the meaning of true educational reform and offers concrete strategies for achieving fundamental, systemic school transformation. In keeping with his earlier work (Improving Schools from Within, CH, Nov'90), Barth argues that school improvement requires significant changes in the culture of schools, a task best accomplished by school professionals. The author's vision is Deweyan (Democracy and Education, reprint, 1997). The ideal school is one in which youngsters and adults become a community of learners in a democratic environment supporting teacher leadership, collegiality, inquiry, reflection, craft, knowledge, risk-taking, and invention as well as academic achievement. Good schools foster self-directed, active, authentic, lifelong learning. Barth describes successful preservice and professional development programs, showing how educators can overcome the adverse effects of professional rivalry, inertia, resistance, isolation, antidemocratic administrative practices, and the tyranny of standardized testing in schools. This volume is written for teachers, school principals, other school professionals, teacher educators, and specialists in educational leadership and administration. It may also interest parents, educational decision makers, and general readers seeking a jargon-free, thoughtful perspective on how to make schools better places for those who reside within them. J. A. Gamradt University of New Mexico
Table of Contents
| Foreword | p. xi |
| Acknowledgments | p. xv |
| The Author | p. xvii |
| Introduction | p. xix |
| 1. Thinking Otherwise | p. 1 |
| 2. Culture in Question | p. 7 |
| 3. A Community of Learners | p. 21 |
| 4. Information Rich and Experience Poor | p. 31 |
| 5. Exploration | p. 41 |
| 6. Craft Knowledge | p. 53 |
| 7. Reflection | p. 65 |
| 8. Teacher Leadership | p. 75 |
| 9. Impediments and Opportunities | p. 87 |
| 10. Teachers and Principals | p. 105 |
| 11. On Becoming a Principal | p. 119 |
| 12. Conditions for Learning | p. 143 |
| 13. Some Questions | p. 167 |
| 14. Risk | p. 183 |
| 15. Coming to a Vision | p. 193 |
| Epilogue | p. 209 |
| Appendix A A Letter to Parents | p. 215 |
| Appendix B Some Thoughts on "Conditions for Learning" | p. 221 |
| Notes | p. 233 |
| Index | p. 239 |
