Milbrey Mclaughlin Bibliography Meaning

References

  • Alexander, P.A., Murphy, P.K. & Woods, B.S. (1996, April). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36.
  • Ashby, D.E., Maki, D.M. & Cunningham-Morris, A. (1996, Winter). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.
  • Astuto, T.A., Clark, D.L., Read, A-M., McGree, K. & Fernandez, L.deK.P. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Islands.
  • Avila, L., Van Tassell, F., Dixon, M. & Tipps, S. (1995, March). Texas adopts new standards for educator preparation. Educational Leadership, 52(6), 68-71.
  • Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler Publishers.
  • Boyd, V. (1992). School context: Bridge or barrier to change? Austin, TX: Southwest Educational Development Laboratory.
  • Boyd, V. & Hord, S.M. (1994a). Principals and the new paradigm: Schools as learning communities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change, 4(1). Austin, TX: Southwest Educational Development Laboratory.
  • Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
  • Brandt, R. (1992, September). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50(1), 19-23.
  • Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
  • Brandt, R. (1996, March). On a new direction for teacher evaluation: A conversation with Tom McGreal. Educational Leadership, 53(6), 30-33.
  • Bryk, A.S., Easton, J.Q., Kerbow, D., Rollow, S.G. & Sebring, P.A. (1994, September). The state of Chicago school reform. Phi Delta Kappan, 76(1), 74-78.
  • Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Carmichael, L. (1982, October). Leaders as learners: A possible dream. Educational Leadership, 40(1), 58-59.
  • Corcoran, T.B. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • Darling-Hammond, L. (1993, June). Reframing the school reform agenda. Phi Delta Kappan, 74(10), 752-761.
  • Darling-Hammond, L. (1994, November). The current status of teaching and teacher development in the United States. New York: Teachers College, Columbia University.
  • Darling-Hammond, L. (1995). Policy for restructuring, in Ann Lieberman (ed.), The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Darling-Hammond, L. (1996, March). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Deal, T.E. & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
  • Donahoe, T. (1993, December). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(3), 298-305.
  • Fawcett, G. (1996, Winter). Moving another big desk. Journal of Staff Development, 17(1), 34-36.
  • Floden, R., Goertz, M. & O'Day, J. (1995, September). Capacity building in systemic reform. Phi Delta Kappan, 77(1), 19-21.
  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
  • Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform, in Richard F. Elmore & Susan H. Fuhrman (eds.), The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 186-202.
  • Fullan, M. with Suzanne Stiegelbauer. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Galagan, P. (1994, December). Reinventing the profession. Training and Development, 48(12), 20-27.
  • Gamson, Z. (1994, September). Collaborative learning comes of age. Change, 26(5), 44-49.
  • Garmston, R. & Wellman, B. (1995, April). Adaptive schools in a quantum universe. Educational Leadership, 52(7), 6-12.
  • Guskey, T.R. (1986, May). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Guskey, T.R. & Peterson, K.D. (1996, December/January). The road to classroom change. Educational Leadership, 53(4), 10-14.
  • Hall, G.E. & Hord, S.M. (1987). Change in schools: Facilitating the Process. Albany, NY: State University of New York Press.
  • Hallinger, P., Chantarapanya, P., Taraseina, P. & Srliboonma, U. (1996, Winter). Nourishing the spirit: The role of ritual in building communities of learners. Journal of Staff Development, 17(1), 22-26.
  • Hoerr, T.R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
  • Hord, S.M. & Boyd, V. (1995, Winter). Staff development fuels a culture of continuous improvement. Journal of Staff Development, 16(1), 10-15.
  • Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
  • Jalongo, M.R. (1991). Creating learning communities: The role of the teacher in the twenty-first century. Bloomington, IN: National Educational Service.
  • Joyce, B. & Calhoun, E. (1995, April). School renewal: An inquiry, not a formula. Educational Leadership, 52(7), 51-55.
  • Kleine-Kracht, P.A. (1993, July). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.
  • Lee, V.E., Smith, J.B. & Croninger, R.G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Leithwood, K., Leonard, L. & Sharratt, L. (1997). Conditions fostering organizational learning in schools. Paper presented at the annual meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.
  • Lieberman, A. (1995a, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.
  • Lieberman, A. (ed.). (1995b). The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Lieberman, A. & McLaughlin, M.W. (1992, May). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73(9), 673-677.
  • Lindberg, R. (1995). Seeking the elusive balance. Association Management, 47(1), 86-89.
  • Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


Next Page: Credits and Disclaimer

Published in Professional Learning Communities: Communities of Continuous Inquiry and Improvement

References

  • Alexander, P.A., Murphy, P.K. & Woods, B.S. (1996, April). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36.
  • Ashby, D.E., Maki, D.M. & Cunningham-Morris, A. (1996, Winter). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.
  • Astuto, T.A., Clark, D.L., Read, A-M., McGree, K. & Fernandez, L.deK.P. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Islands.
  • Avila, L., Van Tassell, F., Dixon, M. & Tipps, S. (1995, March). Texas adopts new standards for educator preparation. Educational Leadership, 52(6), 68-71.
  • Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler Publishers.
  • Boyd, V. (1992). School context: Bridge or barrier to change? Austin, TX: Southwest Educational Development Laboratory.
  • Boyd, V. & Hord, S.M. (1994a). Principals and the new paradigm: Schools as learning communities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change, 4(1). Austin, TX: Southwest Educational Development Laboratory.
  • Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
  • Brandt, R. (1992, September). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50(1), 19-23.
  • Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
  • Brandt, R. (1996, March). On a new direction for teacher evaluation: A conversation with Tom McGreal. Educational Leadership, 53(6), 30-33.
  • Bryk, A.S., Easton, J.Q., Kerbow, D., Rollow, S.G. & Sebring, P.A. (1994, September). The state of Chicago school reform. Phi Delta Kappan, 76(1), 74-78.
  • Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Carmichael, L. (1982, October). Leaders as learners: A possible dream. Educational Leadership, 40(1), 58-59.
  • Corcoran, T.B. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • Darling-Hammond, L. (1993, June). Reframing the school reform agenda. Phi Delta Kappan, 74(10), 752-761.
  • Darling-Hammond, L. (1994, November). The current status of teaching and teacher development in the United States. New York: Teachers College, Columbia University.
  • Darling-Hammond, L. (1995). Policy for restructuring, in Ann Lieberman (ed.), The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Darling-Hammond, L. (1996, March). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Deal, T.E. & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
  • Donahoe, T. (1993, December). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(3), 298-305.
  • Fawcett, G. (1996, Winter). Moving another big desk. Journal of Staff Development, 17(1), 34-36.
  • Floden, R., Goertz, M. & O'Day, J. (1995, September). Capacity building in systemic reform. Phi Delta Kappan, 77(1), 19-21.
  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
  • Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform, in Richard F. Elmore & Susan H. Fuhrman (eds.), The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 186-202.
  • Fullan, M. with Suzanne Stiegelbauer. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Galagan, P. (1994, December). Reinventing the profession. Training and Development, 48(12), 20-27.
  • Gamson, Z. (1994, September). Collaborative learning comes of age. Change, 26(5), 44-49.
  • Garmston, R. & Wellman, B. (1995, April). Adaptive schools in a quantum universe. Educational Leadership, 52(7), 6-12.
  • Guskey, T.R. (1986, May). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Guskey, T.R. & Peterson, K.D. (1996, December/January). The road to classroom change. Educational Leadership, 53(4), 10-14.
  • Hall, G.E. & Hord, S.M. (1987). Change in schools: Facilitating the Process. Albany, NY: State University of New York Press.
  • Hallinger, P., Chantarapanya, P., Taraseina, P. & Srliboonma, U. (1996, Winter). Nourishing the spirit: The role of ritual in building communities of learners. Journal of Staff Development, 17(1), 22-26.
  • Hoerr, T.R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
  • Hord, S.M. & Boyd, V. (1995, Winter). Staff development fuels a culture of continuous improvement. Journal of Staff Development, 16(1), 10-15.
  • Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
  • Jalongo, M.R. (1991). Creating learning communities: The role of the teacher in the twenty-first century. Bloomington, IN: National Educational Service.
  • Joyce, B. & Calhoun, E. (1995, April). School renewal: An inquiry, not a formula. Educational Leadership, 52(7), 51-55.
  • Kleine-Kracht, P.A. (1993, July). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.
  • Lee, V.E., Smith, J.B. & Croninger, R.G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Leithwood, K., Leonard, L. & Sharratt, L. (1997). Conditions fostering organizational learning in schools. Paper presented at the annual meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.
  • Lieberman, A. (1995a, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.
  • Lieberman, A. (ed.). (1995b). The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Lieberman, A. & McLaughlin, M.W. (1992, May). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73(9), 673-677.
  • Lindberg, R. (1995). Seeking the elusive balance. Association Management, 47(1), 86-89.
  • Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


Next Page: Credits and Disclaimer

Published in Professional Learning Communities: Communities of Continuous Inquiry and Improvement

References

  • Alexander, P.A., Murphy, P.K. & Woods, B.S. (1996, April). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36.
  • Ashby, D.E., Maki, D.M. & Cunningham-Morris, A. (1996, Winter). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.
  • Astuto, T.A., Clark, D.L., Read, A-M., McGree, K. & Fernandez, L.deK.P. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Islands.
  • Avila, L., Van Tassell, F., Dixon, M. & Tipps, S. (1995, March). Texas adopts new standards for educator preparation. Educational Leadership, 52(6), 68-71.
  • Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler Publishers.
  • Boyd, V. (1992). School context: Bridge or barrier to change? Austin, TX: Southwest Educational Development Laboratory.
  • Boyd, V. & Hord, S.M. (1994a). Principals and the new paradigm: Schools as learning communities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change, 4(1). Austin, TX: Southwest Educational Development Laboratory.
  • Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
  • Brandt, R. (1992, September). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50(1), 19-23.
  • Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
  • Brandt, R. (1996, March). On a new direction for teacher evaluation: A conversation with Tom McGreal. Educational Leadership, 53(6), 30-33.
  • Bryk, A.S., Easton, J.Q., Kerbow, D., Rollow, S.G. & Sebring, P.A. (1994, September). The state of Chicago school reform. Phi Delta Kappan, 76(1), 74-78.
  • Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Carmichael, L. (1982, October). Leaders as learners: A possible dream. Educational Leadership, 40(1), 58-59.
  • Corcoran, T.B. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • Darling-Hammond, L. (1993, June). Reframing the school reform agenda. Phi Delta Kappan, 74(10), 752-761.
  • Darling-Hammond, L. (1994, November). The current status of teaching and teacher development in the United States. New York: Teachers College, Columbia University.
  • Darling-Hammond, L. (1995). Policy for restructuring, in Ann Lieberman (ed.), The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Darling-Hammond, L. (1996, March). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Deal, T.E. & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
  • Donahoe, T. (1993, December). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(3), 298-305.
  • Fawcett, G. (1996, Winter). Moving another big desk. Journal of Staff Development, 17(1), 34-36.
  • Floden, R., Goertz, M. & O'Day, J. (1995, September). Capacity building in systemic reform. Phi Delta Kappan, 77(1), 19-21.
  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
  • Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform, in Richard F. Elmore & Susan H. Fuhrman (eds.), The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 186-202.
  • Fullan, M. with Suzanne Stiegelbauer. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Galagan, P. (1994, December). Reinventing the profession. Training and Development, 48(12), 20-27.
  • Gamson, Z. (1994, September). Collaborative learning comes of age. Change, 26(5), 44-49.
  • Garmston, R. & Wellman, B. (1995, April). Adaptive schools in a quantum universe. Educational Leadership, 52(7), 6-12.
  • Guskey, T.R. (1986, May). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Guskey, T.R. & Peterson, K.D. (1996, December/January). The road to classroom change. Educational Leadership, 53(4), 10-14.
  • Hall, G.E. & Hord, S.M. (1987). Change in schools: Facilitating the Process. Albany, NY: State University of New York Press.
  • Hallinger, P., Chantarapanya, P., Taraseina, P. & Srliboonma, U. (1996, Winter). Nourishing the spirit: The role of ritual in building communities of learners. Journal of Staff Development, 17(1), 22-26.
  • Hoerr, T.R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
  • Hord, S.M. & Boyd, V. (1995, Winter). Staff development fuels a culture of continuous improvement. Journal of Staff Development, 16(1), 10-15.
  • Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
  • Jalongo, M.R. (1991). Creating learning communities: The role of the teacher in the twenty-first century. Bloomington, IN: National Educational Service.
  • Joyce, B. & Calhoun, E. (1995, April). School renewal: An inquiry, not a formula. Educational Leadership, 52(7), 51-55.
  • Kleine-Kracht, P.A. (1993, July). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.
  • Lee, V.E., Smith, J.B. & Croninger, R.G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Leithwood, K., Leonard, L. & Sharratt, L. (1997). Conditions fostering organizational learning in schools. Paper presented at the annual meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.
  • Lieberman, A. (1995a, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.
  • Lieberman, A. (ed.). (1995b). The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Lieberman, A. & McLaughlin, M.W. (1992, May). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73(9), 673-677.
  • Lindberg, R. (1995). Seeking the elusive balance. Association Management, 47(1), 86-89.
  • Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


Next Page: Credits and Disclaimer

Published in Professional Learning Communities: Communities of Continuous Inquiry and Improvement

References

  • Alexander, P.A., Murphy, P.K. & Woods, B.S. (1996, April). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36.
  • Ashby, D.E., Maki, D.M. & Cunningham-Morris, A. (1996, Winter). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.
  • Astuto, T.A., Clark, D.L., Read, A-M., McGree, K. & Fernandez, L.deK.P. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Islands.
  • Avila, L., Van Tassell, F., Dixon, M. & Tipps, S. (1995, March). Texas adopts new standards for educator preparation. Educational Leadership, 52(6), 68-71.
  • Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler Publishers.
  • Boyd, V. (1992). School context: Bridge or barrier to change? Austin, TX: Southwest Educational Development Laboratory.
  • Boyd, V. & Hord, S.M. (1994a). Principals and the new paradigm: Schools as learning communities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change, 4(1). Austin, TX: Southwest Educational Development Laboratory.
  • Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
  • Brandt, R. (1992, September). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50(1), 19-23.
  • Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
  • Brandt, R. (1996, March). On a new direction for teacher evaluation: A conversation with Tom McGreal. Educational Leadership, 53(6), 30-33.
  • Bryk, A.S., Easton, J.Q., Kerbow, D., Rollow, S.G. & Sebring, P.A. (1994, September). The state of Chicago school reform. Phi Delta Kappan, 76(1), 74-78.
  • Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Carmichael, L. (1982, October). Leaders as learners: A possible dream. Educational Leadership, 40(1), 58-59.
  • Corcoran, T.B. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • Darling-Hammond, L. (1993, June). Reframing the school reform agenda. Phi Delta Kappan, 74(10), 752-761.
  • Darling-Hammond, L. (1994, November). The current status of teaching and teacher development in the United States. New York: Teachers College, Columbia University.
  • Darling-Hammond, L. (1995). Policy for restructuring, in Ann Lieberman (ed.), The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Darling-Hammond, L. (1996, March). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Deal, T.E. & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
  • Donahoe, T. (1993, December). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(3), 298-305.
  • Fawcett, G. (1996, Winter). Moving another big desk. Journal of Staff Development, 17(1), 34-36.
  • Floden, R., Goertz, M. & O'Day, J. (1995, September). Capacity building in systemic reform. Phi Delta Kappan, 77(1), 19-21.
  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
  • Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform, in Richard F. Elmore & Susan H. Fuhrman (eds.), The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 186-202.
  • Fullan, M. with Suzanne Stiegelbauer. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Galagan, P. (1994, December). Reinventing the profession. Training and Development, 48(12), 20-27.
  • Gamson, Z. (1994, September). Collaborative learning comes of age. Change, 26(5), 44-49.
  • Garmston, R. & Wellman, B. (1995, April). Adaptive schools in a quantum universe. Educational Leadership, 52(7), 6-12.
  • Guskey, T.R. (1986, May). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Guskey, T.R. & Peterson, K.D. (1996, December/January). The road to classroom change. Educational Leadership, 53(4), 10-14.
  • Hall, G.E. & Hord, S.M. (1987). Change in schools: Facilitating the Process. Albany, NY: State University of New York Press.
  • Hallinger, P., Chantarapanya, P., Taraseina, P. & Srliboonma, U. (1996, Winter). Nourishing the spirit: The role of ritual in building communities of learners. Journal of Staff Development, 17(1), 22-26.
  • Hoerr, T.R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
  • Hord, S.M. & Boyd, V. (1995, Winter). Staff development fuels a culture of continuous improvement. Journal of Staff Development, 16(1), 10-15.
  • Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
  • Jalongo, M.R. (1991). Creating learning communities: The role of the teacher in the twenty-first century. Bloomington, IN: National Educational Service.
  • Joyce, B. & Calhoun, E. (1995, April). School renewal: An inquiry, not a formula. Educational Leadership, 52(7), 51-55.
  • Kleine-Kracht, P.A. (1993, July). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.
  • Lee, V.E., Smith, J.B. & Croninger, R.G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Leithwood, K., Leonard, L. & Sharratt, L. (1997). Conditions fostering organizational learning in schools. Paper presented at the annual meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.
  • Lieberman, A. (1995a, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.
  • Lieberman, A. (ed.). (1995b). The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Lieberman, A. & McLaughlin, M.W. (1992, May). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73(9), 673-677.
  • Lindberg, R. (1995). Seeking the elusive balance. Association Management, 47(1), 86-89.
  • Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


Next Page: Credits and Disclaimer

Published in Professional Learning Communities: Communities of Continuous Inquiry and Improvement

References

  • Alexander, P.A., Murphy, P.K. & Woods, B.S. (1996, April). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36.
  • Ashby, D.E., Maki, D.M. & Cunningham-Morris, A. (1996, Winter). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.
  • Astuto, T.A., Clark, D.L., Read, A-M., McGree, K. & Fernandez, L.deK.P. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Islands.
  • Avila, L., Van Tassell, F., Dixon, M. & Tipps, S. (1995, March). Texas adopts new standards for educator preparation. Educational Leadership, 52(6), 68-71.
  • Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler Publishers.
  • Boyd, V. (1992). School context: Bridge or barrier to change? Austin, TX: Southwest Educational Development Laboratory.
  • Boyd, V. & Hord, S.M. (1994a). Principals and the new paradigm: Schools as learning communities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change, 4(1). Austin, TX: Southwest Educational Development Laboratory.
  • Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
  • Brandt, R. (1992, September). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50(1), 19-23.
  • Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
  • Brandt, R. (1996, March). On a new direction for teacher evaluation: A conversation with Tom McGreal. Educational Leadership, 53(6), 30-33.
  • Bryk, A.S., Easton, J.Q., Kerbow, D., Rollow, S.G. & Sebring, P.A. (1994, September). The state of Chicago school reform. Phi Delta Kappan, 76(1), 74-78.
  • Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Carmichael, L. (1982, October). Leaders as learners: A possible dream. Educational Leadership, 40(1), 58-59.
  • Corcoran, T.B. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • Darling-Hammond, L. (1993, June). Reframing the school reform agenda. Phi Delta Kappan, 74(10), 752-761.
  • Darling-Hammond, L. (1994, November). The current status of teaching and teacher development in the United States. New York: Teachers College, Columbia University.
  • Darling-Hammond, L. (1995). Policy for restructuring, in Ann Lieberman (ed.), The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Darling-Hammond, L. (1996, March). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Deal, T.E. & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
  • Donahoe, T. (1993, December). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(3), 298-305.
  • Fawcett, G. (1996, Winter). Moving another big desk. Journal of Staff Development, 17(1), 34-36.
  • Floden, R., Goertz, M. & O'Day, J. (1995, September). Capacity building in systemic reform. Phi Delta Kappan, 77(1), 19-21.
  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
  • Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform, in Richard F. Elmore & Susan H. Fuhrman (eds.), The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 186-202.
  • Fullan, M. with Suzanne Stiegelbauer. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Galagan, P. (1994, December). Reinventing the profession. Training and Development, 48(12), 20-27.
  • Gamson, Z. (1994, September). Collaborative learning comes of age. Change, 26(5), 44-49.
  • Garmston, R. & Wellman, B. (1995, April). Adaptive schools in a quantum universe. Educational Leadership, 52(7), 6-12.
  • Guskey, T.R. (1986, May). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Guskey, T.R. & Peterson, K.D. (1996, December/January). The road to classroom change. Educational Leadership, 53(4), 10-14.
  • Hall, G.E. & Hord, S.M. (1987). Change in schools: Facilitating the Process. Albany, NY: State University of New York Press.
  • Hallinger, P., Chantarapanya, P., Taraseina, P. & Srliboonma, U. (1996, Winter). Nourishing the spirit: The role of ritual in building communities of learners. Journal of Staff Development, 17(1), 22-26.
  • Hoerr, T.R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
  • Hord, S.M. & Boyd, V. (1995, Winter). Staff development fuels a culture of continuous improvement. Journal of Staff Development, 16(1), 10-15.
  • Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
  • Jalongo, M.R. (1991). Creating learning communities: The role of the teacher in the twenty-first century. Bloomington, IN: National Educational Service.
  • Joyce, B. & Calhoun, E. (1995, April). School renewal: An inquiry, not a formula. Educational Leadership, 52(7), 51-55.
  • Kleine-Kracht, P.A. (1993, July). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.
  • Lee, V.E., Smith, J.B. & Croninger, R.G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Leithwood, K., Leonard, L. & Sharratt, L. (1997). Conditions fostering organizational learning in schools. Paper presented at the annual meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.
  • Lieberman, A. (1995a, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.
  • Lieberman, A. (ed.). (1995b). The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Lieberman, A. & McLaughlin, M.W. (1992, May). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73(9), 673-677.
  • Lindberg, R. (1995). Seeking the elusive balance. Association Management, 47(1), 86-89.
  • Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


Next Page: Credits and Disclaimer

Published in Professional Learning Communities: Communities of Continuous Inquiry and Improvement

References

  • Alexander, P.A., Murphy, P.K. & Woods, B.S. (1996, April). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36.
  • Ashby, D.E., Maki, D.M. & Cunningham-Morris, A. (1996, Winter). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.
  • Astuto, T.A., Clark, D.L., Read, A-M., McGree, K. & Fernandez, L.deK.P. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Islands.
  • Avila, L., Van Tassell, F., Dixon, M. & Tipps, S. (1995, March). Texas adopts new standards for educator preparation. Educational Leadership, 52(6), 68-71.
  • Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler Publishers.
  • Boyd, V. (1992). School context: Bridge or barrier to change? Austin, TX: Southwest Educational Development Laboratory.
  • Boyd, V. & Hord, S.M. (1994a). Principals and the new paradigm: Schools as learning communities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change, 4(1). Austin, TX: Southwest Educational Development Laboratory.
  • Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
  • Brandt, R. (1992, September). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50(1), 19-23.
  • Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
  • Brandt, R. (1996, March). On a new direction for teacher evaluation: A conversation with Tom McGreal. Educational Leadership, 53(6), 30-33.
  • Bryk, A.S., Easton, J.Q., Kerbow, D., Rollow, S.G. & Sebring, P.A. (1994, September). The state of Chicago school reform. Phi Delta Kappan, 76(1), 74-78.
  • Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Carmichael, L. (1982, October). Leaders as learners: A possible dream. Educational Leadership, 40(1), 58-59.
  • Corcoran, T.B. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • Darling-Hammond, L. (1993, June). Reframing the school reform agenda. Phi Delta Kappan, 74(10), 752-761.
  • Darling-Hammond, L. (1994, November). The current status of teaching and teacher development in the United States. New York: Teachers College, Columbia University.
  • Darling-Hammond, L. (1995). Policy for restructuring, in Ann Lieberman (ed.), The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Darling-Hammond, L. (1996, March). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Deal, T.E. & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
  • Donahoe, T. (1993, December). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(3), 298-305.
  • Fawcett, G. (1996, Winter). Moving another big desk. Journal of Staff Development, 17(1), 34-36.
  • Floden, R., Goertz, M. & O'Day, J. (1995, September). Capacity building in systemic reform. Phi Delta Kappan, 77(1), 19-21.
  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
  • Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform, in Richard F. Elmore & Susan H. Fuhrman (eds.), The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 186-202.
  • Fullan, M. with Suzanne Stiegelbauer. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Galagan, P. (1994, December). Reinventing the profession. Training and Development, 48(12), 20-27.
  • Gamson, Z. (1994, September). Collaborative learning comes of age. Change, 26(5), 44-49.
  • Garmston, R. & Wellman, B. (1995, April). Adaptive schools in a quantum universe. Educational Leadership, 52(7), 6-12.
  • Guskey, T.R. (1986, May). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Guskey, T.R. & Peterson, K.D. (1996, December/January). The road to classroom change. Educational Leadership, 53(4), 10-14.
  • Hall, G.E. & Hord, S.M. (1987). Change in schools: Facilitating the Process. Albany, NY: State University of New York Press.
  • Hallinger, P., Chantarapanya, P., Taraseina, P. & Srliboonma, U. (1996, Winter). Nourishing the spirit: The role of ritual in building communities of learners. Journal of Staff Development, 17(1), 22-26.
  • Hoerr, T.R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
  • Hord, S.M. & Boyd, V. (1995, Winter). Staff development fuels a culture of continuous improvement. Journal of Staff Development, 16(1), 10-15.
  • Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
  • Jalongo, M.R. (1991). Creating learning communities: The role of the teacher in the twenty-first century. Bloomington, IN: National Educational Service.
  • Joyce, B. & Calhoun, E. (1995, April). School renewal: An inquiry, not a formula. Educational Leadership, 52(7), 51-55.
  • Kleine-Kracht, P.A. (1993, July). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.
  • Lee, V.E., Smith, J.B. & Croninger, R.G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Leithwood, K., Leonard, L. & Sharratt, L. (1997). Conditions fostering organizational learning in schools. Paper presented at the annual meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.
  • Lieberman, A. (1995a, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.
  • Lieberman, A. (ed.). (1995b). The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Lieberman, A. & McLaughlin, M.W. (1992, May). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73(9), 673-677.
  • Lindberg, R. (1995). Seeking the elusive balance. Association Management, 47(1), 86-89.
  • Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


Next Page: Credits and Disclaimer

Published in Professional Learning Communities: Communities of Continuous Inquiry and Improvement

References

  • Alexander, P.A., Murphy, P.K. & Woods, B.S. (1996, April). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36.
  • Ashby, D.E., Maki, D.M. & Cunningham-Morris, A. (1996, Winter). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.
  • Astuto, T.A., Clark, D.L., Read, A-M., McGree, K. & Fernandez, L.deK.P. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Islands.
  • Avila, L., Van Tassell, F., Dixon, M. & Tipps, S. (1995, March). Texas adopts new standards for educator preparation. Educational Leadership, 52(6), 68-71.
  • Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler Publishers.
  • Boyd, V. (1992). School context: Bridge or barrier to change? Austin, TX: Southwest Educational Development Laboratory.
  • Boyd, V. & Hord, S.M. (1994a). Principals and the new paradigm: Schools as learning communities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change, 4(1). Austin, TX: Southwest Educational Development Laboratory.
  • Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
  • Brandt, R. (1992, September). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50(1), 19-23.
  • Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
  • Brandt, R. (1996, March). On a new direction for teacher evaluation: A conversation with Tom McGreal. Educational Leadership, 53(6), 30-33.
  • Bryk, A.S., Easton, J.Q., Kerbow, D., Rollow, S.G. & Sebring, P.A. (1994, September). The state of Chicago school reform. Phi Delta Kappan, 76(1), 74-78.
  • Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Carmichael, L. (1982, October). Leaders as learners: A possible dream. Educational Leadership, 40(1), 58-59.
  • Corcoran, T.B. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • Darling-Hammond, L. (1993, June). Reframing the school reform agenda. Phi Delta Kappan, 74(10), 752-761.
  • Darling-Hammond, L. (1994, November). The current status of teaching and teacher development in the United States. New York: Teachers College, Columbia University.
  • Darling-Hammond, L. (1995). Policy for restructuring, in Ann Lieberman (ed.), The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Darling-Hammond, L. (1996, March). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Deal, T.E. & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
  • Donahoe, T. (1993, December). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(3), 298-305.
  • Fawcett, G. (1996, Winter). Moving another big desk. Journal of Staff Development, 17(1), 34-36.
  • Floden, R., Goertz, M. & O'Day, J. (1995, September). Capacity building in systemic reform. Phi Delta Kappan, 77(1), 19-21.
  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
  • Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform, in Richard F. Elmore & Susan H. Fuhrman (eds.), The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 186-202.
  • Fullan, M. with Suzanne Stiegelbauer. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Galagan, P. (1994, December). Reinventing the profession. Training and Development, 48(12), 20-27.
  • Gamson, Z. (1994, September). Collaborative learning comes of age. Change, 26(5), 44-49.
  • Garmston, R. & Wellman, B. (1995, April). Adaptive schools in a quantum universe. Educational Leadership, 52(7), 6-12.
  • Guskey, T.R. (1986, May). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Guskey, T.R. & Peterson, K.D. (1996, December/January). The road to classroom change. Educational Leadership, 53(4), 10-14.
  • Hall, G.E. & Hord, S.M. (1987). Change in schools: Facilitating the Process. Albany, NY: State University of New York Press.
  • Hallinger, P., Chantarapanya, P., Taraseina, P. & Srliboonma, U. (1996, Winter). Nourishing the spirit: The role of ritual in building communities of learners. Journal of Staff Development, 17(1), 22-26.
  • Hoerr, T.R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
  • Hord, S.M. & Boyd, V. (1995, Winter). Staff development fuels a culture of continuous improvement. Journal of Staff Development, 16(1), 10-15.
  • Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
  • Jalongo, M.R. (1991). Creating learning communities: The role of the teacher in the twenty-first century. Bloomington, IN: National Educational Service.
  • Joyce, B. & Calhoun, E. (1995, April). School renewal: An inquiry, not a formula. Educational Leadership, 52(7), 51-55.
  • Kleine-Kracht, P.A. (1993, July). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.
  • Lee, V.E., Smith, J.B. & Croninger, R.G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Leithwood, K., Leonard, L. & Sharratt, L. (1997). Conditions fostering organizational learning in schools. Paper presented at the annual meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.
  • Lieberman, A. (1995a, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.
  • Lieberman, A. (ed.). (1995b). The work of restructuring schools: Building from the ground up. New York: Teachers College Press.
  • Lieberman, A. & McLaughlin, M.W. (1992, May). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73(9), 673-677.
  • Lindberg, R. (1995). Seeking the elusive balance. Association Management, 47(1), 86-89.
  • Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


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  • Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
  • Louis, K.S. & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  • Lynn, L. (1995-96, Winter). Successful school restructuring involves four components. WCER Highlights, 7(3), 4-5, 8. Madison, WI: Center for Education Research, University of Wisconsin-Madison.
  • MacMullen, M.M. (1996). Taking stock of a school reform effort: A research collection and analysis, Occasional Paper Series #2. Providence, RI: Annenberg Institute for School Reform, Brown University.
  • Marsick, V.J. & Watkins, K.E. (1994, Winter). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353-360.
  • Martel, L.D. (1993, June). Building a learning community: School leaders and their organizations need to share a vision to challenge all young minds. School Administrator, 50(6), 22-27.
  • Matthews, R.S., Cooper, J.L., Davidson, N. & Hawkes, P. (1995, July). Building bridges between cooperative and collaborative learning. Change, 27(4), 34-38.
  • McLaughlin, M. (1993). What matters most in teachers' workplace context, in Judith Warren Little & Milbrey McLaughlin (eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
  • McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
  • Midgley, C. & Wood, S. (1993, November). Beyond site-based management: Empowering teachers to reform schools. Phi Delta Kappan, 75(3), 245-252.
  • Miles, M.B. & Louis, K.S. (1990). Mustering the will and skill for change. Educational Leadership, 47(8), 57-61.
  • Murphy, C. (1991, October). Changing organizational culture through administrator study groups. The Developer. National Staff Development Council.
  • Newmann, F.M. & Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison.
  • Oakes, J. (1989, Summer). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11(2), 181-199.
  • O'Day, J., Goertz, M.E. & Floden, R.E. (1995, December). Building capacity for education reform. CPRE Policy Briefs/Consortium for Policy Research in Education. New Brunswick, NJ: Rutgers.
  • O'Neil, J. (1995, April). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
  • Peterson, K.D. & Brietzke, R. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Oak Brook, IL: North Central Regional Educational Laboratory.
  • Peterson, P.L., McCarthey, S.J. & Elmore, R.F. (1996, Spring). Learning from school restructuring. American Educational Research Journal, 33(1), 119-153.
  • Prestine, N.A. (1993, July). Extending the essential schools metaphor: Principal as enabler. Journal of School Leadership, 3(4), 356-379.
  • Quellmalz, E., Shields, P.M. & Knapp, M.S. (1995). School-based reform: Lessons from a national study. Washington, DC: Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education.
  • Raywid, M.A. (1993, September). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
  • Reitzug, U.C. & Burrello, L.C. (1995, April). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.
  • Restructuring Collaborative Laboratory Network. (1997). Look who's talking now: Students' views of learning in restructuring schools. Portland, OR: Northwest Regional Educational Laboratory.
  • Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.
  • Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
  • Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass.
  • Sergiovanni, T.J. (1994b, May). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.
  • Sergiovanni, T.J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  • Snyder, K.J., Acker-Hocevar, M. & Snyder, K.M. (1996, Winter). Principals speak out on changing school work cultures. Journal of Staff Development, 17(1), 14-19.
  • Spears, J.D. & Oliver, J.P. (1996). Rural school reform: Creating a community of learners. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  • Sykes, G. (1996, March). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-476.
  • Watts, G.D. & Castle, S. (1993, December). The time dilemma in school restructuring. Phi Delta Kappan, 75(3), 306-310.
  • Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Doubleday.
  • Wignall, R. (1992, June). Building a collaborative school culture: A case study of one woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.
  • Wood, C.J. (1995). You can't teach what you don't know: A summary report on NM-FAME. Albuquerque, NM: The University of New Mexico.


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