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Shaking Up the Schoolhouse: How to Support and Sustain Educational Innovation

reviewed by Arthur R. Greenberg - 2002

coverTitle: Shaking Up the Schoolhouse: How to Support and Sustain Educational Innovation
Author(s): Phillip C. Schlechty
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 078795540X , Pages: 320, Year: 2000
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I first became aware of Philip Schlechty when I was researching school university partnerships back in the middle 1980s.  In the late '70s and early '80s Schlechty distinguished himself with outstanding work in the Charlotte-Mecklenburg school district, particularly in the area of the teacher career development plan, an early version of the career ladder system that has been widely adopted throughout the country.  Since then I have been well aware of his accomplishments both in public education and in higher education as a consultant and researcher.  Additionally, like Schlechty, I have moved between the worlds of K-12 and higher education and back again several times during my career. For all these reasons, I was actually quite pleased to be invited to review Schlechty’s latest work.             As it has turned out, however, my response to Shaking Up the School House is one of disappointment.  This is not to say this book is without its strengths.  Schlechty’s wisdom and experience when brought to bear on testing and accountability, for... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 104 Number 5, 2002, p. 978-981
https://www.tcrecord.org ID Number: 10859, Date Accessed: 8/3/2021 2:46:40 PM

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About the Author
  • Arthur Greenberg
    New York University
    E-mail Author
    Arthur R. Greenberg is Professor of Educational Administration, Department of Administration, Leadership, and Technology, Steinhardt School of Education, New York University. Dr. Greenberg had previously served as Supervising Superintendent for Executive and New School Development, New York City Board of Education, as well as in other senior positions. His research interests include executive leadership development; urban education; relationships between education and income; charter schools and other new school forms, as related to school reform efforts; and school university-partnerships, particularly concurrent enrollment programs.
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