MARC Record from marc_nuls

LEADER: 03332cam a2200409 i 4500
001 9925426290701661
005 20200109135034.0
008 190710s2020 caua b 001 0 eng
010 $a 2019020898
019 $a1104413084
020 $a9781544368214$qpaperback
020 $a1544368216$qpaperback
020 $z9781544368221$qelectronic book
035 $a(OCoLC)1117317356
035 $a(OCoLC)on1117317356
040 $aDLC$beng$erda$cDLC$dOCLCO$dBDX$dOCLCF$dUKMGB$dYDX$dOCLCO$dCNU
042 $apcc
043 $an-us---
049 $aCNUM
050 00 $aLB1779$b.T54 2020
082 00 $a371.2$223
100 1 $aTienken, Christopher,$eauthor.
245 10 $aCracking the code of education reform :$bcreative compliance and ethical leadership /$cChristopher H. Tienken.
264 1 $aThousand Oaks, California :$bCorwin$c[2020]
300 $axvi, 155 pages ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and index.
505 0 $aPart I. Reform Critiqu -- Ethical Context of Education Reform and Compliance -- Creative Compliance -- Reframing Reform -- Part II. Reform Case Studies -- Case Study 1: Reframing Rigor -- Case Study 2: Using or Abusing Standardized Test Results -- Case Study 3: Merit Pay -- Recess of the Mind -- Promising Practice -- Final Issues -- References -- Index
520 $a"School leaders must navigate multiple education reform issues while remaining focused on the daily commitment of providing a quality education to all students. In many cases, the education reforms enacted by policy makers lack empirical support and/or result in potentially unwelcome or unethical practices, yet they are cloaked in rhetoric that makes it difficult for school leaders to accurately decipher the potential impacts on students and teachers. The lack of a practical framework from which to critique reforms such as using standardized test score to make important decisions about students and teachers, merit pay, and standardized curricula products can leave some school leaders in the position of supporting reforms that have long-term negative effects on students or educators. This book fills a void in the literature through a practical approach to (a) provide school leaders with methods they can use to interpret and critique education reforms within an action-oriented framework grounded in ethics and empirical evidence; (b) offer strategies school leaders can use to creatively comply with reforms that lack an evidence base or violate basic principles of ethics, in ways that lessen the negative aspects of education reforms at the point of contact with students; and (c) model the use of a critique framework through example cases of four empirically and ethically dubious education reforms commonly faced by K-12 school leaders. We will ask Yong Zhao to write a Foreword"--$cProvided by publisher.
650 0 $aEducational leadership$xMoral and ethical aspects.
650 0 $aSchool administrators$xProfessional ethics$zUnited States.
650 0 $aEducational change$zUnited States.
650 0 $aEducation and state$zUnited States.
947 $cBOOK$fBOOK-SOE-K12$g34.95$hCIRCSTACKS$lNULS$n293647$o191231$p33.20$q1$r31786103147796
980 $a40029598103