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Richard H. Ackerman, Gordon A. Donaldson Jr., Rebecca van der Bogert - Making Sense As a School Leader, Inbunden

Inbunden, Engelska, 1995

Making Sense As a School Leader

Persisting Questions, Creative Opportunities

Av Richard H. Ackerman, Gordon A. Donaldson Jr., Rebecca van der Bogert

629 kr

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Beskrivning
"A real contribution to an over-discussed subject.... This book reaches below the surface to the real issues and relationships that confront principles in their orchestration of the daily affairs of teachers, parents, and students." --Harold Howe II, former president of the Ford Foundation for Education and Public Policy Based on the work of the prestigious Harvard Principal's Center, this book shares some of the "sense" that practicing principals have made of their own complex experiences. The authors offer real-life case examples of typical leadership dilemmas in such areas as student discipline, teacher assessment, fiscal management, parental involvement, and schoolwide planning.
Produktinformation
  • Utgivningsdatum: 1995-11-07
  • Mått: 161 x 236 x 22 mm
  • Vikt: 449 g
  • Format: Inbunden
  • Språk: Engelska
  • Antal sidor: 213
  • Förlag: John Wiley & Sons Inc
  • ISBN: 9780787901646
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Mer information

RICHARD ACKERMAN is assistant professor of education at the University of Massachusetts Lowell College of Education and lecturer on education at the Harvard Graduate School of Education. He is co-director (with Rebecca van der Bogert) of the International Network of Principals' Centers. He lives in Cambridge. GORDON A. DONALDSON is professor of education at the University of Maine and coordinator of the Maine Network of School Leaders. REBECCA VAN DER BOGERT is a former principal who now serves as superintAndent of schools in Winnetka, Illinois.

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"A real contribution to an over-discussed subject...This book reaches below the surface to the real issues and relationships that confront principals in their orchestration of the daily affairs of teachers, parents, and students." (Harold Howe II, former president of the Ford Foundation for Education and Public Policy)

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