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Tabla de contenidos provista por Syndetics

• Introduction(p. ix)
• Overview(p. xi)
• Part I History, Critics and Practical Compatibility of the Curriculum Management Audit and Total Quality Management
• 1. Standards and Assumptions of the Curriculum Management Audit(p. 3)
• Critical Assumptions of the Audit(p. 4)
• School Systems as Rational Organizations(p. 7)
• Explication of the Audit Standards(p. 7)
• What the Curriculum Management Audit Doesn't Advocate(p. 15)
• References(p. 16)
• 2. Background and Criticisms of the Curriculum Audit and Total Quality Management(p. 19)
• Total Quality Management(p. 19)
• The Curriculum Management Audit(p. 26)
• Summary(p. 30)
• References(p. 30)
• 3. The Quality Fit(p. 33)
• Introduction(p. 33)
• Downey's Quality Fit Framework(p. 34)
• Deming's Profound Knowledge(p. 37)
• Deming's Fourteen Points(p. 38)
• The Curriculum Audit(p. 39)
• A Logical Connection and the Overlay of Quality(p. 40)
• First Prong: Quality Fit Framework(p. 41)
• Relationships(p. 45)
• Summary of the First Prong Analysis(p. 47)
• Second Prong: Deming's Profound Knowledge and Fourteen Points Overlay(p. 48)
• Summary of the Second Prong(p. 59)
• Summary and Recommendations(p. 60)
• Acknowledgements(p. 62)
• References(p. 62)
• 4. The History and Context of the Curriculum Audit(p. 65)
• Introduction(p. 65)
• Audits as External-Internal Eyes on School System Management(p. 66)
• School Accountability and the Audit(p. 67)
• The Impact of State Equity Trends(p. 68)
• State Agency Involvement in Curriculum Auditing: The Kentucky Experience(p. 69)
• National and International Use of the Audit(p. 75)
• Challenges for Second Generation Audits(p. 75)
• The Future of the Curriculum Audit(p. 79)
• References(p. 80)
• Part II Curriculum Management Audit Standards and Procedures
• 5. Standard One: The Control Standard(p. 85)
• Introduction(p. 85)
• Standard One Defined(p. 86)
• Policy Focus: The First Step Toward Control(p. 87)
• Administrative Structure Focus: Providing for Control (Table of Organization/Job Descriptions/Stability)(p. 98)
• Planning Focus: A Third Step Toward Control(p. 106)
• Other Critical Aspects of Standard One(p. 111)
• Summary(p. 119)
• References(p. 120)
• 6. Standard Two: The Curriculum Standard(p. 133)
• Introduction(p. 133)
• Standard Two Criteria(p. 134)
• Questions Underlying Standard Two Analysis(p. 141)
• Data Sources for Standard Two Analysis(p. 146)
• Issues and Variables Related to Standard Two Analysis(p. 147)
• Typical Findings in Standard Two Analysis(p. 148)
• Recommendations to Enhance Standard Two Performance(p. 150)
• Summary(p. 151)
• References(p. 152)
• 7. Standard Three: The Connectivity and Equity Standard(p. 153)
• Introduction(p. 153)
• Standard Three Defined(p. 154)
• Connectivity and Consistency(p. 156)
• Connectivity and Equity(p. 161)
• Dimensions of Equity Analysis(p. 163)
• Equity Analysis Summation(p. 177)
• Connectivity and Staff Development(p. 177)
• Connectivity and Instructional Monitoring(p. 181)
• Standard Three Conclusions(p. 183)
• References(p. 183)
• 8. Standard Four: The Assessment Standard(p. 185)
• The Purpose of a School District Assessment Program(p. 185)
• Developing a District Assessment Program(p. 186)
• Components of an Assessment Program(p. 188)
• Using Other Student Test Data(p. 192)
• Determining Motivation Potential of the School: A Case Study(p. 206)
• Audits, Reviews, and Other Data Assessment Systems(p. 210)
• Audit Criteria for Judging the Quality of an Assessment Program(p. 211)
• References(p. 212)
• 9. Standard Five: The Productivity Standard(p. 213)
• Introduction(p. 213)
• Standard Five Criteria(p. 214)
• Data Sources for Standard Five Analysis(p. 219)
• Typical Findings in Standard Five Analysis(p. 221)
• Typical Recommendations for Standard Five Findings(p. 225)
• The Use of the Camera in Standard Five Data(p. 226)
• Standard Five Summary(p. 229)
• References(p. 229)
• 10. Preparing the Board, the District, and the Community for the Curriculum Audit(p. 231)
• Introduction(p. 231)
• Learning About the Audit(p. 231)
• Before the Audit(p. 232)
• After You Have Decided to Have an Audit(p. 234)
• During the Audit(p. 237)
• After the Site Visit(p. 238)
• Upon Receipt of the Final Report(p. 238)
• After the Audit(p. 239)
• Ongoing Public Relations and Communications Strategies(p. 239)
• Summary(p. 240)
• References(p. 243)
• Part III The Curriculum Management Audit: Research Evidence and Superintendents Testimonials
• 11. Benefits of the Audit: The Superintendents Speak(p. 247)
• Introduction(p. 247)
• The Superintendents(p. 248)
• 12. A Follow-Up Study of Three School Districts(p. 277)
• Introduction(p. 277)
• Methodology(p. 278)
• Results of Implementation-Impact Survey(p. 281)
• Analysis of Research Questions(p. 284)
• Analysis by Categories(p. 291)
• Summary and Conclusions(p. 293)
• Implications for Funding Audits(p. 295)
• References(p. 295)
• About the Editors(p. 297)
• About the Authors(p. 299)
• Index(p. 303)

Notas de autor provistas por Syndetics

Dr. Downey is currently Associate Professor of Educational Administration at San Diego State University
Dr. Karen Gallager is Associate Professor of Educational Administration at the University of Cincinnati
Ms. Sue Greene is currently the Assistant Superintendent at the University Place School District in Tacoma, Washington
Dr. Jay Kemen is a mathematics teacher in the Oakhills School District, Cincinnati, Ohio
Dr. Steffy is currently Associate Professor of Educational Administration at the University of Kentucky
Dr. Streshly is Associate Professor of Educational Administration at San Diego State University, San Diego, California
Dr. Vertiz is the Director of the American Association of School Administrators' National Curriculum Audit Center