ANNOTATED BIBLIOGRAPHY

Annotated bibliography

Annotated bibliography for RPD-1210-71106952

Easton, L. (2004). Chapter 1: Context: setting up the environment for expert development. In L. Easton (Ed.), mighty concepts for expert learning (pp. 9-16). Oxford, OH: nationwide employees Development Council.

Examining the natural environment of a school offers a way for educator groups to response the inquiry: “Are we prepared to make the changes essential to improve scholar achievement?”Case investigations of two distinct schools lead into two ways to examine the context for expert learning inside a school.

Deal, T. & Peterson, K. (1999). Shaping school heritage: The heart of leadership. San Francisco: Jossey-Bass.

School managers and groups can use the authors' methods to harness the power of school heritage to construct a lively, cooperative essence and a sense of school identity. The assumption is that certain school heritage influence learning for adults and students. The authors draw from more than 20 years of research on school improvement as well as from their own extensive work with school managers over the homeland to identify viable new schemes for effective school leadership. They describe the critical components of heritage, display how a affirmative culture can make school restructures work, discover the harmful characteristics of toxic heritage, and propose antidotes to negativity on the part of teachers, scholars, principals, or parents.

Futrell, M. & Kelly, J. (2001). Leadership in your own backyard. In authority for scholar discovering: Redefining the teacher as leader (pp. 22-24). Washington, DC: Institute for informative Leadership.

Teams will be adept to use the proposals in this report to gain agreement from their community for a focused, distributed dream of what should be finished to improve education and what their functions are to be in this effort. The assumption is that educator leadership is vital. The report was made by a task force that ...