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Brendan Murphy

Study: Leadership in school admins plays huge role in performance | Minnesota Public Ra... - 0 views

minnesota.publicradio.org/...leadership-study

leadership study education administration leader management research

shared by Brendan Murphy on 26 Jul 10 - Cached
  • the people leading schools are more likely to affect student outcomes than other factors like poverty or geography.
  • schools shouldn't change principals just for the sake of change -- because turnover in leadership also hampers achievement.
Brendan Murphy

Deming's 14 points - 0 views

www.ifm.eng.cam.ac.uk/...deming.html

deming theorist leader management leadership administration education

shared by Brendan Murphy on 25 Jul 10 - Cached
  • Brendan Murphy on 25 Jul 10
     
    "Cease dependence on inspection to achieve quality. Eliminate the need for inspection on a mass basis by building quality into the product in the first place."
Brendan Murphy

The Case Against "Tougher Standards" - 0 views

www.alfiekohn.org/...rationale.htm

leadership standards alfie kohn assessment education leader change jhuiste

shared by Brendan Murphy on 25 Aug 10 - Cached
  • But the current demand for Tougher Standards carries with it a bundle of assumptions about the proper role of schools
  • 1959, John Holt wrote that the main effect "of the drive for so-called higher standards in schools is that the children are too busy to think."
  • frankly, there never was a time when it worked all that well
  • ...2 more annotations...
  • Accountability" usually turns out to be a code for tighter control over what happens in classrooms by people who are not in classroom
  • Rather than scrambling to comply with its provisions, our obligation is to figure out how best to resist.
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

www.sedl.org/...context.html

leadership education administration change week 6 context

shared by Brendan Murphy on 18 Aug 10 - Cached
  • There is typically no documentation of how a school got to be "effective," that is, how it instituted changes or used research findings in ways that ultimately affected children's learning (p. 3).
  • The context in which those seeking to improve schools find themselves creates a set of conditions that may present bridges or barriers to change.
  • By encouraging the development of those factors that facilitate change or nurturing them if they already exist, leaders increase the opportunity for change to become a permanent part of the school environment.
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