Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
What Do We Do in the Meantime? Naive Academic Discourse brilliant contrast of the "iron cage of modernity" contrasted with the humane and organic anthropological approach "Addiction" or "Insanity": Changing the grammar of schooling SHG comments on Gregory Review
more >>

Announcements

[conference] Five Years of Post-Katrina Educational Refrom

Multiple Childhoods/Multidisciplinary Perspectives: Interrogating Normativity in Childhood Studies

Call for Proposal - Social Studies Conference

CALL FOR CHAPTER PROPOSALS: THE WORLD BANK’S EDUCATION POLICY DEVELOPMENT AND REVISION

Equity and Social Justice Conference: Richard Stockton College of NJ

CfP: BJSEP

new listserve: Exploring Childhood Studies

make a post | more >>

Coaching Whole School Change: Lessons in Practice for a Small High School

reviewed by Nicholas Meier � May 21, 2009

Title: Coaching Whole School Change: Lessons in Practice for a Small High School
Author(s): David Allen with Suzanne W. Ort, Alexis Constantini, Jennie Reist, and Joseph Schmidt
Publisher: Teachers College Press, New York
ISBN: 0807749028, Pages: 158, Year: 2008
Search for book at Amazon.com

David Allen’s book is predicated on the theory that the sum is greater than its parts. The title, Coaching Whole School Change, lets the reader know that in regards to education, this means school-wide improvement. “A good school is one where good schooling is going on everywhere all day,” says the book’s protagonist, school coach Suzy Ort. In the style of a qualitative collaborative action case study, Allen tells the story of Ort’s work over a three-year period at Park High School, a small public high school in New York City, serving mostly low-income minority students. This approach made the book enjoyable to read, and the conclusions believable. We hear the stories, the trials and tribulations as well as the successes (though focused on the latter). Anyone who has spent time in schools will recognize the struggles Suzy goes through: teachers who are suspicious of an outsider trying to make... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: May 21, 2009
http://www.tcrecord.org ID Number: 15631, Date Accessed: 9/2/2010 9:47:26 PM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Nicholas Meier California State University Monterey Bay E-mail Author NICHOLAS MEIER is an assistant professor in the Teacher Education Department at California State University Monterey Bay. His research focuses on areas of multicultural progressive education. He is currently involved in a study on preparing teacher candidates to work with second language learners.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues:

Friends