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Transforming schools [electronic resource] : a problem-solving approach to school change

Transforming schools [electronic resource] : a problem-solving approach to school change

자료유형
E-Book(소장)
개인저자
Losoff, Rachel Cohen. Broxterman, Kelly.
서명 / 저자사항
Transforming schools [electronic resource] : a problem-solving approach to school change / Rachel Cohen Losoff, Kelly Broxterman.
발행사항
New York, NY :   The Guilford Press,   c2017.  
형태사항
1 online resource (xii, 245 p.) : ill.
총서사항
The Guilford practical intervention in the schools series
ISBN
9781462529599 (electronic bk.) 1462529593 (electronic bk.) 9781462529575
일반주기
Title from e-Book title page.  
내용주기
Cover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. School Change: What You Need to Know; School Safety; Mental Health Illnesses; Attendance and Tardiness; Family Structures; Increased Academic Testing and Higher National Standards; Technology; 2. The Systems Problem-Solving Model; Overview of Problem-Solving Steps; Each Step in the Problem-Solving Model Is Important; The Problem-Solving Model Is a Universal Approach; Origins of the Problem‑Solving Model in Education
서지주기
Includes bibliographical references and index.
이용가능한 다른형태자료
Issued also as a book.  
일반주제명
Transformative learning. School improvement programs. Critical pedagogy.
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URL
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020 ▼a 9781462529599 (electronic bk.)
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100 1 ▼a Losoff, Rachel Cohen.
245 1 0 ▼a Transforming schools ▼h [electronic resource] : ▼b a problem-solving approach to school change / ▼c Rachel Cohen Losoff, Kelly Broxterman.
260 ▼a New York, NY : ▼b The Guilford Press, ▼c c2017.
300 ▼a 1 online resource (xii, 245 p.) : ▼b ill.
490 1 ▼a The Guilford practical intervention in the schools series
500 ▼a Title from e-Book title page.
504 ▼a Includes bibliographical references and index.
505 0 ▼a Cover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. School Change: What You Need to Know; School Safety; Mental Health Illnesses; Attendance and Tardiness; Family Structures; Increased Academic Testing and Higher National Standards; Technology; 2. The Systems Problem-Solving Model; Overview of Problem-Solving Steps; Each Step in the Problem-Solving Model Is Important; The Problem-Solving Model Is a Universal Approach; Origins of the Problem‑Solving Model in Education
505 8 ▼a Development of the Systems Problem-Solving Consultation ModelSteps in the SPSC Model; 3. Getting Started; Selecting the Problem-Solving Team; Designating a Facilitator; Team Functioning; Meeting Structures; Team Communication Processes; Training in Team Functioning; Establishing a Meeting Schedule; Part II. Problem Identification; 4. An Overview of Problem Identification; Selecting a Problem to Address; But Don't We Need Consensus?; Referral Questions; Step 1. Problem Identification: Defining the Problem; Reason for This Step; Identify What Is Occurring and What Is Expected
505 8 ▼a Determine DiscrepancyA Final Note about the Data; 5. Academic Application: Addressing Reading in a Suburban Elementary School; Problem Description: Know Your Context; School Description; Highlight Student; Highlight Staff Member; Problem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 6. Behavior Application: Addressing Tardiness in an Urban K-8 School; Problem Description: Know Your Context; School Description; Highlight Students
505 8 ▼a Highlight Staff MemberProblem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 7. Frequently Asked Questions about Problem Identification; Part III. Problem Analysis; 8. An Overview of Problem Analysis; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data
505 8 ▼a Zero In on the QuestionsEvaluate Whether Hypotheses Are Confirmed; 9. Academic Application: Addressing Reading in a Suburban Elementary School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data; Zero In on the Questions; Evaluate Whether Hypotheses Are Confirmed; 10. Behavior Application: Addressing Tardiness in an Urban K-8 School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring
530 ▼a Issued also as a book.
538 ▼a Mode of access: World Wide Web.
650 0 ▼a Transformative learning.
650 0 ▼a School improvement programs.
650 0 ▼a Critical pedagogy.
700 1 ▼a Broxterman, Kelly.
830 0 ▼a Guilford practical intervention in the schools series.
856 4 0 ▼u https://oca.korea.ac.kr/link.n2s?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1516883
945 ▼a KLPA
991 ▼a E-Book(소장)

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/e-Book 컬렉션/ 청구기호 CR 371.207 등록번호 E14006475 도서상태 대출불가(열람가능) 반납예정일 예약 서비스 M

컨텐츠정보

목차

Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- Dedication -- About the Authors -- Preface -- Acknowledgments -- Contents -- Part I. Introduction -- 1. School Change: What You Need to Know -- School Safety -- Mental Health Illnesses -- Attendance and Tardiness -- Family Structures -- Increased Academic Testing and Higher National Standards -- Technology -- 2. The Systems Problem-Solving Model -- Overview of Problem-Solving Steps -- Each Step in the Problem-Solving Model Is Important -- The Problem-Solving Model Is a Universal Approach -- Origins of the Problem‑Solving Model in Education -- Development of the Systems Problem-Solving Consultation Model -- Steps in the SPSC Model -- 3. Getting Started -- Selecting the Problem-Solving Team -- Designating a Facilitator -- Team Functioning -- Meeting Structures -- Team Communication Processes -- Training in Team Functioning -- Establishing a Meeting Schedule -- Part II. Problem Identification -- 4. An Overview of Problem Identification -- Selecting a Problem to Address -- But Don''t We Need Consensus? -- Referral Questions -- Step 1. Problem Identification: Defining the Problem -- Reason for This Step -- Identify What Is Occurring and What Is Expected -- Determine Discrepancy -- A Final Note about the Data -- 5. Academic Application: Addressing Reading in a Suburban Elementary School -- Problem Description: Know Your Context -- School Description -- Highlight Student -- Highlight Staff Member -- Problem-Solving Team Members -- Problem Description -- Why This Problem Is Important -- Step 1. Problem Identification: Defining the Problem -- Identify What Is Occurring and What Is Expected -- Determine Discrepancy -- 6. Behavior Application: Addressing Tardiness in an Urban K–8 School -- Problem Description: Know Your Context -- School Description -- Highlight Students -- Highlight Staff Member -- Problem-Solving Team Members -- Problem Description -- Why This Problem Is Important -- Step 1. Problem Identification: Defining the Problem -- Identify What Is Occurring and What Is Expected -- Determine Discrepancy -- 7. Frequently Asked Questions about Problem Identification -- Part III. Problem Analysis -- 8. An Overview of Problem Analysis -- Step 2. Problem Analysis: Determine Why the Problem Is Occurring -- Ask "Bright Spot" Questions -- Name Resources -- Allow Team to Brainstorm Hypotheses -- List Hypotheses in the Form of Questions -- Yield a Data Collection Plan and Collect Data -- Zero In on the Questions -- Evaluate Whether Hypotheses Are Confirmed -- 9. Academic Application: Addressing Reading in a Suburban Elementary School -- Step 2. Problem Analysis: Determine Why the Problem Is Occurring -- Ask "Bright Spot" Questions -- Name Resources -- Allow Team to Brainstorm Hypotheses -- List Hypotheses in the Form of Questions -- Yield a Data Collection Plan and Collect Data -- Zero In on the Questions -- Evaluate Whether Hypotheses Are Confirmed -- 10. Behavior Application: Addressing Tardiness in an Urban K–8 School -- Step 2. Problem Analysis: Determine Why the Problem Is Occurring -- Ask "Bright Spot" Questions -- Name Resources -- Allow Team to Brainstorm Hypotheses -- List Hypotheses in the Form of Questions -- Yield a Data Collection Plan and Collect Data -- Zero In on the Questions -- Evaluate Whether Hypotheses Are Confirmed -- 11. Frequently Asked Questions about Problem Analysis -- Part IV. Plan Development/Plan Evaluation -- 12. An Overview of Plan Development and Plan Evaluation -- Step 3. Plan Development: Making It Happen -- Peruse the Research -- Let the Team Brainstorm Ideas -- Address the Action Plan -- Navigate the Implementation Guide -- Step 4. Plan Implementation and Evaluation: Do It. Did It Work? -- Create Goals -- Honor the Plan -- Evaluate Progress -- Celebrate Successes -- Keep It Up -- Conclusion -- 13. Academic Application: Addressing Reading in a Suburban Elementary School -- Step 3. Plan Development: Making It Happen -- Peruse the Research -- Professional Learning Communities -- Let the Team Brainstorm Ideas -- Address the Action Plan -- Navigate the IG -- Step 4. Plan Implementation and Evaluation: Do It. Did It Work? -- Create Goals -- Honor the Plan -- Evaluate Progress -- Celebrate Successes -- Keep It Up -- 14. Behavior Application: Addressing Tardiness in an Urban K–8 School -- Step 3. Plan Development: Making It Happen -- Peruse the Research -- Let the Team Brainstorm Ideas -- Address the Action Plan -- Navigate the IG -- Step 4. Plan Implementation and Evaluation: Do It. Did It Work? -- Create Goals -- Honor the Plan -- Evaluate Progress -- Celebrate Successes -- Keep It Up -- 15. Frequently Asked Questions about Plan Development/Plan Evaluation -- Part V. Conclusion -- 16. Tips for Successful Systems Implementation -- Connect the Problem-Solving Model to Current Initiatives -- Use a Readiness Tool to Assess Context -- Use the IG -- Provide Effective Professional Development -- Implement a Structured Coaching Program -- Troubleshooting -- Appendices -- Appendix A. Reproducible Forms -- Appendix B. Ask "Bright Spot" Questions—Long Form -- Appendix C. Environment, Curriculum, Instruction, Learner (ECIL) Guide -- Appendix D. RIOTS Definitions, Data Collection Questions, and Examples of Data Collection Methods That Link to ECIL Domains -- References -- Index -- .

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