The school leader's guide to learner-centered education. From complexity to simplicity.

Autor/inn/en	McCombs, Barbara L.; Miller, Lynda
Titel	The school leader's guide to learner-centered education. From complexity to simplicity.
Quelle	Thousand Oaks, Calif: Corwin Press (2009), XIII, 271 S.Verfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 245-258
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-4129-6016-9; 978-1-4129-6016-8
Schlagwörter	Führung; Führungsstil; Individualpädagogik; Forschung; Selbstreflexion; Bildungspolitik; Schulreform; Bildungsplanung; Schulsystem; Schulinspektion; Schulleiter; Individualisierung; Schülerorientierter Unterricht; Curriculum; Curriculumreform; Individualisierender Unterricht; Flexibilisierung; Anwendungsbeispiel; Praxis; Ratgeber; Reform; USA
Abstract	First the authors introduce the reader to the concept of learner-centered schools, viewed as living systems, and provide a brief definition of their Learner-Centered Model. They refer to research evidence about effective leadership, learning and change, and what it means to be learner-centered. Later on they demonstrate, what their Learner-Centered Model means for practice and present research showing the effectiveness of learner-centered models of schooling. The following chapter asks the reader to reflect on what tools are needed for his "journey to becoming a learner-centered school leader" and provides a summary description of the School-Level Assessment of Learner-Centered Practices (ALCP), a self-assessment and reflection assessment tool for maximizing student motivation, learning, and achievement. They give an exploration of issues confronting school leaders and ask the reader to explore how educational systems can be moved to new student and system outcomes. He learns what creates lifelong learners and how to identify which learning partnerships are needed in school and community. Then the authors explore the question of how to develop leadership qualities from within. They conclude by identifying those simpler principles that can help the reader navigate through the complexities of a new school leadership role. "Designed to meet the needs of a rapidly evolving world, this new leadership paradigm provides school principals, superintendents, and district leaders with the means to engage all members of the educational community in a lifelong process of growth, improvement, and empowerment". (DIPF/Orig./pr).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/2