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Becoming a School Principal: Learning to Lead, Leading to Learn
reviewed by Elizabeth Zumpe & Heinrich Mintrop - September 20, 2016
 Title: Becoming a School Principal: Learning to Lead, Leading to Learn
Author(s): Sarah E. Fiarman
Publisher: Harvard University Press, Cambridge
ISBN: 1612508464, Pages: 231, Year: 2015
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- Elizabeth Zumpe
University of California, Berkeley
E-mail Author
ELIZABETH ZUMPE is a doctoral student in the Policy, Organizations, Measurement, and Evaluation Program (POME) and an instructor in the Leadership for Educational Equity Program (LEEP) in the Graduate School of Education at the University of California, Berkeley. She is a contributor to Rick Mintrop’s recent book, Design-Based School Improvement: A Practical Guide for Education Leaders. She has recently been involved in a study of education leaders’ school improvement mindsets as well as a university-district partnership to co-design a professional learning model for the transition to the Common Core State Standards. Her dissertation research investigates the social psychological and organizational dynamics involved in forging school cultures that set high expectations for disadvantaged students.
- Heinrich Mintrop
University of California, Berkeley
E-mail Author
RICK MINTROP is a professor in the School of Education at the University of California, Berkeley, with expertise in educational equity, policy analysis and evaluation, urban school leadership and schooling, and comparative education. Over the last decade, his research has focused on understanding the power of incentives to motivate teachers and shape instructional practices in the United States and elsewhere. His current research projects include an evaluation of the federal Teacher Incentive Fund project, and a co-design partnership with a local California school district to design powerful professional learning models. He recently published a new book, Design-Based School Improvement: A Practical Guide for Education Leaders, which outlines a research process for school leaders to combine design-based innovation, problem-solving, and professional knowledge with intervention research.
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