Literaturnachweis - Detailanzeige
| Autor/in | Glickman, Carl D. |
|---|---|
| Titel | Holding sacred ground. Essays on leadership, courage, and endurance in our schools. |
| Quelle | San Francisco, Calif. u.a.: Jossey-Bass (2003), XX, 362 S. |
| Reihe | The Jossey-Bass education series |
| Beigaben | Literaturangaben |
| Zusatzinformation | Inhaltsverzeichnis Verlagsangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-7879-5671-6 |
| Schlagwörter | Bildung; Demokratische Bildung; Führung; Bildungsstandards; Schulreform; Schule; Schulleiter; Schulleitung; Supervision; Schüler; Schülerleistung; Unterrichtsmethode; Unterricht; Demokratie; Effizienz; Leistung; Rechenschaftslegung; Tätigkeit; USA |
| Abstract | "What must school leaders think about and practice, asks the author, if all students are to have a truely democratic education - an education that will equip each student with knowledge, skills, and applications to become wise, caring, participatory citizen of an improving democratic society? To develop and implement such an education... takes thought, courage and savvy leadership. In this collection of essays... the author shows how this can be accomplished." The essays are organized into six parts: "The first... helps define leadership, education, and public purpose. Part Two... makes clear the necessary operational famework if a school is to weather the unpredictable obstacles ahead. Part Three... is about the particular leadership formats, approaches, and strategies for enhancing teacher thinking and collective action. Part Four... offers examples of the inner world of curriculum, methods, and strategies for improving students' achievements with building citizenship capabilities. Part Five.. . is about... the importance of protecting unique schools, those that forge their own way and can document success for students. ... Part Six... is a candid appraisal of the relationship, controversies, and definitions of education, public interest and democracy." (DIPF/Orig./ Bi.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2004_(CD) |
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