Descripciones mejoradas de Syndetics:

"Schlechty's common-sense approach to restructuring is combined with a strategic planner's vision and the translation of beliefs into action... A wide audience, including principals and superintAndents, can find in this book practical outlines for restructuring, and a distinctive and focused view of their role in the educational system sof the twenty-first century."
--The School Administrator

Schlechty provides an innovative, adaptable framework for helping leaders in all areas of education to identify where change is needed in order to make schools more useful and responsive to children and society.

Tabla de contenidos provista por Syndetics

• Foreword
• Part 1 The Purpose of Schools
• 1 A Future in Jeopardy: Why the Schools of Today Must Change
• 2 How the Past Has Shaped the Present: The Shaky Foundation of School System Structures
• 3 New Purposes for a New Era: Reinventing Our Schools
• Part 2 The Ingredients of Invention
• 4 The Power of Vision: Creating and Sharing the Seeds of Innovation
• 5 The Capacity to Respond Quickly: Building Adaptability into the System
• 6 The Ability to Rally Support for Change: Managing to Satisfy the Needs of Constituents
• 7 The Creation of Change Systems: Tackling Problems at Their Source
• 8 A Focus on Results: Evaluating Performers and Performances
• Part 3 Leadership for the Twenty-First Century
• 9 Leading a School System Through Change: Key Steps for Moving Reform Forward
• 10 A Bright Future Secured: Developing Strong Leaders for Our Schools

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CHOICE Review

This volume is intended more to persuade than to demonstrate. It is, in Schlechty's words, "based on experience, not research" (as if research were not examined experience). Schlechty's primary thesis is that schools should be results-oriented, like successful corporations, and that schools exist to promote "knowledge work." In ignoring research (he does not quite ignore it) the author of course allows for large gaps in his argument--such as the failure to consider the thinking about the curriculum of the past two generations, the failure to deal with human development, and the overwhelming influence of the 2,000-year history of educational theory and practice. The book seems to be addressed primarily to such well-intentioned laypersons as Governor Bill Clinton of Arkansas, who wrote the foreword. However, the stress on participatory leadership is refreshing, although scarcely new, as is the section on evaluation with its emphasis on evaluation that is "credible" (i.e., valid) to students and teachers. Graduate students and general readers interested in education. -A. W. Foshay, Teachers College, Columbia University