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Instructional Leadership: A Research Based Guide to Learning in Schools, 3/E
Anita E. Woolfolk, Ohio State University
Wayne Kotler Hoy, Ohio State University

ISBN-10: 0205578446
ISBN-13: 9780205578443

Publisher: Allyn & Bacon
Copyright: 2009
Format: Paper; 432 pp
Published: 03/05/2008

Suggested retail price: $71.60
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This text goes beyond traditional supervision books and assumes that teachers and principals must work as colleagues to improve teaching and learning in schools.

 

Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. The authors address the critical aspects of the teaching-learning process-student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice.

 

  • Each chapter begins with "Leadership Challenges" in which students are confronted with an actual problem or practice taken from chapter content to give students experience applying the theory and research in the chapter.
  • Sets of "Theory Into Action Guidelines" in every chapter summarize key principles and provide concrete examples of applications of these principles. 
  • "Your Professional Portfolio" exercises at the end of every chapter help students develop entries for their professional portfolios. Other pedagogical aids such as the "Instructional Leader's Toolbox" and "Preview of Key Terms" offer instructional leaders straightforward ideas for their use.
  • Appendices with hands-on tools for instructional leaders (ISLLC Standards, instruments for assessing school climate, American Psychological Association Learner-Centered Principles, guidelines for helping beginning teachers and observing in classrooms, ideas for conducting a job interview, Web resources for teaching content, etc.) conclude the text.
  • Written to be consistent with ISLLC (Interstate School Leaders Licensure Consortium) standards for school administrators, especially Standard II focusing on teaching and learning.

Instructional leaders today must balance the demands for accountability mandated in the No Child Left Behind Act with concerns for creating a climate that supports both students’ and teachers’ learning and development. The first chapter of this 3rd edition puts NCLB under a microscope and includes a Point/Counterpoint asking, Has NCLB Been a Positive Force in Schools? To work effectively in the era of NCLB, instructional leaders must understand the vast range of differences among students. This 3rd edition has extended coverage of students–the ultimate recipients of principals’ and teachers’ efforts to enhance learning. There are now two chapters on students–one that considers diversity with new sections on fostering student resilience, culturally relevant pedagogy, and student sexual orientation. The second chapter addresses student abilities and learning challenges, with new sections on emotional intelligence, autism spectrum disorders, and the decision-making process in assessing students and insuring they get the appropriate educational services. This chapter also includes a new A Principal’s Perspective and a Point/Counterpoint: Should Teachers Focus on Students’ Learning Styles. Finally, over 200 new studies and analyses enriched our examination of the crucial topics in this text.

of the crucial topics in this text are referenced.

Every chapter begins with "Preview: Key Points" and "Leadership Challenge," each chapter ends with "Summary," "Key Terms," "Some Ideas for Your Portfolio," and "Instructional Leaders Toolbox."

 

1. Introduction to Teaching and Learning.

The Role of Instructional Leader.

Instructional Leadership after No Child Left Behind.

Student Differences.

Learning.

Motivation.

Teaching.

Classroom Management.

Assessing Student Learning.

Assessing and Changing School Culture and Climate.

 

2. Students Diversity

Today’s Diverse Classrooms.

Creating Culturally Compatible Classrooms.

Gender Differences in the Classroom.

 

3. Students Abilities and Challenges

Individual Differences in Intelligence.

Ability Differences in Teaching.

Students with Learning Challenges

 

4. Learning.

What Is Learning?

Behavioral Views of Learning.

Teaching Applications of Behavioral Theories.

Cognitive Views of Learning.

Cognitive Contributions: Learning Strategies and Tactics.

Constructivist Theories of Learning.

Teaching Applications of Constructivist Perspectives.

 

5. Motivation.

Motivation—A Definition.

Goals and Motivation.

Needs and Motivation.

Attributions, Beliefs, and Motivation.

Interests and Emotions.

Strategies to Encourage Motivation and Thoughtful Learning.

 

6. Teaching.

Do Teachers Make a Difference?

What is a Good Teacher?

The First Step: Planning.

Successful Teaching: Focus on the Teacher.

Teaching for Understanding: Focus on the Subject.

Beyond Models to Outstanding Teaching.

Cautions: Where’s the Learning?

 

7. Classroom Management.

Organizing the Learning Environment.

Creating a Positive Learning Environment: Some Research Results.

Getting Started: The First Weeks of Class.

Maintaining a Good Learning Environment.

Dealing with Discipline Problems.

The Need for Communication.

Summing it up: Learning Environments for All Students .

Designing Motivating Learning Environment on TARGET for Learning.

 

8. Assessing Student Learning.

Evaluation, Measurement, and Assessment.

What Do Test Scores Mean?

Types of Standardized Tests.

Issues in Standardized Testing.

New Directions in Standardized Testing and Classroom Assessment.

Effects of Grades and Grading on Students.

 

9. Assessing and Changing School Culture and Climate.

The School Workplace.

Organizational Culture.

Organizational Climate.

Organizational Climate: Healthy To Unhealthy.

Changing School Climate.

 

    This text goes beyond traditional supervision books and assumes that teachers and principals must work as colleagues to improve teaching and learning in schools.

     

    Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. The authors address the critical aspects of the teaching-learning process-student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice.

  • 0205457215Instructional Leadership: A Research-Based Guide to Learning in Schools, 2/E
    Woolfolk & Hoy
    © 2006 | Allyn & Bacon | Paper; 408 pages | Instock
    ISBN-10: 0205457215 | ISBN-13: 9780205457212
    URL: http://www.ablongman.com/edleadership
    Brief Description

Woolfolk / Hoy, Instructional Leadership: A Research Based Guide to Learning in Schools, 3e    (0205578446)

 

Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. The authors address the critical aspects of the teaching-learning process-student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice.

 

New to this edition:

o         Chapter 1 puts NCLB under a microscope to balance accountability and a supportive climate. The chapter includes a Point/Counterpoint asking, Has NCLB Been a Positive Force in Schools?

o         A new chapter on diversity with new sections on fostering student resilience, culturally relevant pedagogy, and student sexual orientation will help students work effectively in the era of NCLB.

o         A new chapter addresses student abilities and learning challenges, with new sections on emotional intelligence, autism spectrum disorders, and the decision-making process in assessing students to insure all students get the appropriate educational services. This chapter also includes a new A Principal’s Perspective and a Point/Counterpoint: Should Teachers Focus on Students’ Learning Styles?

o         Over 200 new studies and analyses are referenced, enriching the examination of the crucial topics in this text

 

Here’s what your colleagues are saying about this book:

 

“We’ve used this book for a number of years and because we like it so well we haven’t conducted a text review (of alternative texts) for this course. We are sold on this book and we plan to continue its use.”

Dr. Stephen Midlock, University of Saint Francis

 

“This is an excellent text. It is clear, well-organized and effectively presents the complexity of guiding instructors in the current school context. It is an extremely well-written, interesting, and balanced account of what we know to be true of teaching and learning. Beyond that, it accurately portrays the important conflicts of knowledge and beliefs within our profession that should serve as the framework through which we each develop our own reflective practice.”

Dr. Eric Glover, East TN State University

View a Sample Chapter PDF:

For Introduction to Educational Administration / Leadership


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  • 0137157711Education Custom Database
    Pearson Custom Publishing
    © 2009 | Allyn & Bacon | Electronic Supplement | Instock
    ISBN-10: 0137157711 | ISBN-13: 9780137157716

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  • 0137144830Instructional Leadership: A Research Based Guide to Learning in Schools, CourseSmart eTextbook, 3/E
    Woolfolk & Hoy
    © 2009 | Allyn & Bacon | Electronic Book; 432 pages | Instock
    ISBN-10: 0137144830 | ISBN-13: 9780137144839
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