http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 This is a file listing from PocketKnowledge This is a file listing from PocketKnowledge en-us Fri, 24 May 2013 09:43:25 EDT Various: PocketKnowledge Digital Archiving http://pocketknowledge.tc.columbia.edu/home.php/viewfile/22121 This issue brings together a group of people who have as their central concern the improvement of schools with a major focus on the teacher. The contributors are teachers, researchers, staff developers, project workers, unionists: All have struggled in their way to connect the daily work of teaching with conceptions, theory, and research focusing on that reality. This issue brings together a group of people who have as their central concern the improvement of schools with a major focus on the teacher. The contributors are teachers, researchers, staff developers, project workers, unionists: All have struggled in their way to connect the daily work of teaching with conceptions, theory, and research focusing on that reality. Ann Lieberman Ann Lieberman Sat, 24 May 1980 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/22121 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/22120 Many guidelines for school improvement have emerged from recent research and experience. The connected issues of school improvement and staff development are explored. Guidance for staff development as a part of school improvement is delineated. Many guidelines for school improvement have emerged from recent research and experience. The connected issues of school improvement and staff development are explored. Guidance for staff development as a part of school improvement is delineated. Ann Lieberman Ann Lieberman Thu, 24 May 1984 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/22120 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20358 Ann Lieberman and Gary A. Griffin are associate professors of education at Teachers College. Anatomy of Educational Innovation: An Organizational Analysis of an Elementary School Louis M. Smith and Pat M. Keith. New York: John Wiley, 1971. $13.95. 420 pp. Implementing Organizational Innovations Neil Gross, Joseph B. Giacquinta, and Marilyn Bernstein. New York: Basic Books, 1971. $10.50. 309pp. Changing Schools: The Magic Feather Principle Mary M. Bentzen. New York: McGraw-Hill, 1974. $8.95. 287 pp. Educators concerned with the problems of practice have come to expect that the literature which describes, analyzes, and otherwise expounds upon the "real world of the public schools," to use Broudy's phrase, falls far short of the mark. This inadequacy is illustrated by a tendency to reduce highly complex institutional variables to neatly compartmentalized and atomistic word pictures or sets of rules and guidelines which mask, at best, or distort, at worst, the untidiness of what happens to people and ideas in school settings.... (preview truncated at 150 words.) Ann Lieberman and Gary A. Griffin are associate professors of education at Teachers College. Anatomy of Educational Innovation: An Organizational Analysis of an Elementary School Louis M. Smith and Pat M. Keith. New York: John Wiley, 1971. $13.95. 420 pp. Implementing Organizational Innovations Neil Gross, Joseph B. Giacquinta, and Marilyn Bernstein. New York: Basic Books, 1971. $10.50. 309pp. Changing Schools: The Magic Feather Principle Mary M. Bentzen. New York: McGraw-Hill, 1974. $8.95. 287 pp. Educators concerned with the problems of practice have come to expect that the literature which describes, analyzes, and otherwise expounds upon the "real world of the public schools," to use Broudy's phrase, falls far short of the mark. This inadequacy is illustrated by a tendency to reduce highly complex institutional variables to neatly compartmentalized and atomistic word pictures or sets of rules and guidelines which mask, at best, or distort, at worst, the untidiness of what happens to people and ideas in school settings.... (preview truncated at 150 words.) Ann Lieberman Ann Lieberman Mon, 24 May 1976 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20358 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20357 The author discusses the thought and behavior of educators faced with the growing gap between scientific rationality (application of linear procedures, cause-effect relationships, and other simplistic systems) and control of the schools, in the one hand, and the growing body of knowledge about the social reality of schools which eschews such rationality The author discusses the thought and behavior of educators faced with the growing gap between scientific rationality (application of linear procedures, cause-effect relationships, and other simplistic systems) and control of the schools, in the one hand, and the growing body of knowledge about the social reality of schools which eschews such rationality Ann Lieberman Ann Lieberman Tue, 24 May 1977 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20357 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20356 An understanding of the social realities of teaching combines a social systems understanding of teaching as a profession with a description of the dailiness of teaching as an activity based on experience. A framework for utilizing these understandings in staff-development/school-improvement programs is presented An understanding of the social realities of teaching combines a social systems understanding of teaching as a profession with a description of the dailiness of teaching as an activity based on experience. A framework for utilizing these understandings in staff-development/school-improvement programs is presented Ann Lieberman Ann Lieberman Wed, 24 May 1978 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20356 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20353 Ann Lieberman Ann Lieberman Thu, 24 May 1984 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20353 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20352 This article responds to the twin calls for teacher leadership and collaboration between schools and universities made by the Holmes Group and the Carnegie Forum This article responds to the twin calls for teacher leadership and collaboration between schools and universities made by the Holmes Group and the Carnegie Forum Ann Lieberman Ann Lieberman Sun, 24 May 1987 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20352 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20351 This article focuses on professional practice schools as contexts for the continuing professional development of experienced inservice teachers. A framework for developing a culture of inquiry in a school is provided, appropriate professional growth activities are considered, and problems and dilemmas associated with teacher development in professional practice schools are discussed. This article focuses on professional practice schools as contexts for the continuing professional development of experienced inservice teachers. A framework for developing a culture of inquiry in a school is provided, appropriate professional growth activities are considered, and problems and dilemmas associated with teacher development in professional practice schools are discussed. Ann Lieberman Ann Lieberman Thu, 24 May 1990 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20351 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20350 This commentary expands on Patricia Graham's discussion, in her book "S.O.S.: Sustain Our Schools," of the role of higher education institutions in school reform. The article discusses issues surrounding how knowledge is being created in teacher education and the forms it is taking, the role of school-university partnerships, and new organizational forms for teacher learning. (Source: ERIC) This commentary expands on Patricia Graham's discussion, in her book "S.O.S.: Sustain Our Schools," of the role of higher education institutions in school reform. The article discusses issues surrounding how knowledge is being created in teacher education and the forms it is taking, the role of school-university partnerships, and new organizational forms for teacher learning. (Source: ERIC) Ann Lieberman Ann Lieberman Mon, 24 May 1982 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20350 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20348 "Restructuring schools" has become the reform slogan of the 1990s. The editors of this volume attempt to go beyond the slogan by showing what actual schools involved in the process of restructuring look like, and what lessons can be learned from the eight case studies that make up this book. As they note in the first chapter, these cases illustrate the pioneering educators' actions and the development of their convictions and philosophies. Restructuring schools to meet the needs of a postindustrial society has been on federal, state, and local agendas since the Nation at Risk report in 1983.[1] The dissatisfaction with public education has resulted in national pressure for school reform and in successive waves of reform initiatives. Many states and localities have mounted comprehensive programs without much idea of what the process looks like, what educational principles and values are important, or how to support these complex human and organizational efforts. Attempting to fill this hiatus by providing case studies of what schools in the process of... (preview truncated at 150 words.) "Restructuring schools" has become the reform slogan of the 1990s. The editors of this volume attempt to go beyond the slogan by showing what actual schools involved in the process of restructuring look like, and what lessons can be learned from the eight case studies that make up this book. As they note in the first chapter, these cases illustrate the pioneering educators' actions and the development of their convictions and philosophies. Restructuring schools to meet the needs of a postindustrial society has been on federal, state, and local agendas since the Nation at Risk report in 1983.[1] The dissatisfaction with public education has resulted in national pressure for school reform and in successive waves of reform initiatives. Many states and localities have mounted comprehensive programs without much idea of what the process looks like, what educational principles and values are important, or how to support these complex human and organizational efforts. Attempting to fill this hiatus by providing case studies of what schools in the process of... (preview truncated at 150 words.) Pocket Masters Pocket Masters Tue, 24 May 1994 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20348 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20327 Educational reform networks are becoming increasingly important as alternative forms of teacher and school development in this time of unprecedented reform of schools. These networks appear to be a way of engaging school-based educators in better directing their own learning; allowing them to sidestep the limitations of institutional roles, hierarchies, and geographic locations; and encouraging them to work with many different kinds of people. In a study of sixteen educational reform networks, we found that they shared organizational themes relating to: (1) purposes and direction; (2) building collaboration, consensus, and commitment; (3) activities and relationships as important building blocks; (4) leadership as cross-cultural brokering and facilitating; and (5) dealing with the funding problem. Regardless of their differences, the sixteen networks we studied appear to have in common agendas more often challenging than prescriptive; learning that is more indirect than direct; formats more collaborative than individualistic; work that is intentionally more integrated than fragmented; leadership more facilitative than directive; thinking that encourages more multiple perspectives; values that are both context-specific and generalized; and structures more movement-like than organization-like. Educational reform networks are becoming increasingly important as alternative forms of teacher and school development in this time of unprecedented reform of schools. These networks appear to be a way of engaging school-based educators in better directing their own learning; allowing them to sidestep the limitations of institutional roles, hierarchies, and geographic locations; and encouraging them to work with many different kinds of people. In a study of sixteen educational reform networks, we found that they shared organizational themes relating to: (1) purposes and direction; (2) building collaboration, consensus, and commitment; (3) activities and relationships as important building blocks; (4) leadership as cross-cultural brokering and facilitating; and (5) dealing with the funding problem. Regardless of their differences, the sixteen networks we studied appear to have in common agendas more often challenging than prescriptive; learning that is more indirect than direct; formats more collaborative than individualistic; work that is intentionally more integrated than fragmented; leadership more facilitative than directive; thinking that encourages more multiple perspectives; values that are both context-specific and generalized; and structures more movement-like than organization-like. Pocket Masters Pocket Masters Fri, 24 May 1996 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20327 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20326 Although this book was written to help managers of large scale businesses better understand how to lead effectively, it has much to offer those of us in education. It begins with a central idea applicable to all who work in organizations: In every organization people are affected by “webs of relationships within social networks” (p.3). These are rarely visible, but they have everything to do with how people work, learn and succeed in an organization. Most of us are aware of who our friends are at work, but have probably never thought too seriously about how our organizations work (or don’t work) and why some groups seem to do so well, while others are much less productive. The authors help us get inside these ideas as they develop a social network perspective which involves finding out how to support alliances, integrate networks, promote innovations and learning, and develop community in organizations. A... (preview truncated at 150 words.) Although this book was written to help managers of large scale businesses better understand how to lead effectively, it has much to offer those of us in education. It begins with a central idea applicable to all who work in organizations: In every organization people are affected by “webs of relationships within social networks” (p.3). These are rarely visible, but they have everything to do with how people work, learn and succeed in an organization. Most of us are aware of who our friends are at work, but have probably never thought too seriously about how our organizations work (or don’t work) and why some groups seem to do so well, while others are much less productive. The authors help us get inside these ideas as they develop a social network perspective which involves finding out how to support alliances, integrate networks, promote innovations and learning, and develop community in organizations. A... (preview truncated at 150 words.) Pocket Masters Pocket Masters Fri, 24 May 2013 20:05:00 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20326 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18855 Ann Lieberman Ann Lieberman Fri, 24 May 1991 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18855 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18854 Pocket Masters Pocket Masters Tue, 24 May 1994 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18854 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18853 Ann Lieberman Ann Lieberman Sun, 24 May 1998 09:43:25 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18853 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27128?browseby=list&sortfiles=volume&optdisplay=0