 | |  | | | Product Description
 | Quarterly newsletter, volume 54/Winter 2006 | | Authors | McREL | | Target Audience | Administrators and policy makers | | Ways to Use this Product | As a resource for information about current education issues and research. |  Key Ideas | The Winter 2006 edition of Changing Schools examines how school systems can use research to stop the pendulum of constant change and begin making real progress toward student success.
- Tim Waters and Bryan Goodwin describe key findings from McREL's research on effective superintendents — and their implications for avoiding initiative "churn" and sticking with efforts long enough for them to bear fruit
- Monette McIver discusses results from McREL's Balanced Leadership Profile, which suggests that principals often view change as more complex and difficult than do teachers; Ms. McIver offers some possible reasons for why this may be true
- Andrea Beesley notes that the results of a recent McREL evaluation study suggest with many improvement efforts, it's often "too soon to tell" how they're going, especially when seemingly negative results can mean positive changes are occurring
- Jane Hill and Kathleen Flynn, authors of the new ASCD publication, Classroom Instruction that Works with English Language Learners, note that the demographics of students are changing in America's classrooms, but good pedagogy is not
- Laura Lefkowits suggest that one reason that America's schools have been changing without making progress is that they fail to "take the long view," opting instead for one-year planning cycles and incremental, see-saw changes
|  How to Get this Product | Download the entire publication as a pdf file. Click here to sign up for a free subscription to this and other McREL "free-sources." | | APA Citation | Mid-continent Research for Education and Learning. (2006, Winter.) Changing Schools, 54. |
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