Tipping Point: From Feckless Reform to Substantive Instructional Improvement

Phi Delta Kappan

Volumn 85, Issue 6, 2004, Pages 424-432

  Schmoker, Mike ^a  

^a NONE

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[No Author keywords available]

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EID: 1242292216     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408500605     Document Type: Review

References (76)

1. Richard DuFour and Robert Eaker, Professional Learning Communities at Work (Bloomington, Ind.: National Education Service, 1998), p. xi.
2. Jim Collins, Good to Great (New York: HarperBusiness, 2001), p. 65.
3. William J. Cook, Strategic Planning for America's Schools (Arlington, Va.: American Association of School Administrators, 1990).
4. Judith Warren Little, "The Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations," Teachers College Record, Summer 1990, pp. 509-36; Susan J. Rosenholtz, Teachers' Workplace: The Social Organization of Schools (New York: Teachers College Press, 1991); Carl D. Glickman, Renewing America's Schools (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993), pp. 28-29; and Jon R. Katzenbach and Douglas K. Smith, The Wisdom of Teams: Creating the High-Performance Organization (New York: HarperBusiness, 2003).
5. Judith Warren Little, "The Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations," Teachers College Record, Summer 1990, pp. 509-36; Susan J. Rosenholtz, Teachers' Workplace: The Social Organization of Schools (New York: Teachers College Press, 1991); Carl D. Glickman, Renewing America's Schools (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993), pp. 28-29; and Jon R. Katzenbach and Douglas K. Smith, The Wisdom of Teams: Creating the High-Performance Organization (New York: HarperBusiness, 2003).
6. Judith Warren Little, "The Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations," Teachers College Record, Summer 1990, pp. 509-36; Susan J. Rosenholtz, Teachers' Workplace: The Social Organization of Schools (New York: Teachers College Press, 1991); Carl D. Glickman, Renewing America's Schools (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993), pp. 28-29; and Jon R. Katzenbach and Douglas K. Smith, The Wisdom of Teams: Creating the High-Performance Organization (New York: HarperBusiness, 2003).
7. Judith Warren Little, "The Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations," Teachers College Record, Summer 1990, pp. 509-36; Susan J. Rosenholtz, Teachers' Workplace: The Social Organization of Schools (New York: Teachers College Press, 1991); Carl D. Glickman, Renewing America's Schools (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993), pp. 28-29; and Jon R. Katzenbach and Douglas K. Smith, The Wisdom of Teams: Creating the High-Performance Organization (New York: HarperBusiness, 2003).
8. Michael G. Fullan, with Suzanne Stiegelbauer, The New Meaning of Educational Change, 2nd ed. (New York: Teachers College Press, 1991), p. 71; George H. Labovitz, Yu Sang Chang, and Victor Rosansky, Making Quality Work (New York: HarperBusiness, 1993), p. 112; and Bruce Joyce, James Wolf, and Emily Calhoun, The Self-Renewing School (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993), p. 44.
9. Michael G. Fullan, with Suzanne Stiegelbauer, The New Meaning of Educational Change, 2nd ed. (New York: Teachers College Press, 1991), p. 71; George H. Labovitz, Yu Sang Chang, and Victor Rosansky, Making Quality Work (New York: HarperBusiness, 1993), p. 112; and Bruce Joyce, James Wolf, and Emily Calhoun, The Self-Renewing School (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993), p. 44.
10. Michael G. Fullan, with Suzanne Stiegelbauer, The New Meaning of Educational Change, 2nd ed. (New York: Teachers College Press, 1991), p. 71; George H. Labovitz, Yu Sang Chang, and Victor Rosansky, Making Quality Work (New York: HarperBusiness, 1993), p. 112; and Bruce Joyce, James Wolf, and Emily Calhoun, The Self-Renewing School (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993), p. 44.
11. Kathleen A. Fitzpatrick, Indicators of Schools of Quality, Volume I: Schoolwide Indicators of School Quality (Schaumburg, III.: National Study of School Evaluation, 1998) p. 4.
12. Michael G. Fullan, "Turning Systemic Thinking on Its Head," Phi Delta Kappan, February 1996, p. 421.
13. James M. Kouzes and Barry Z. Posner, The Leadership Challenge (San Francisco: Jossey-Bass, 1995), p. 244.
14. Henry Mintzberg, The Rise and Fall of Strategic Planning (New York: Free Press, 1994).
15. Quoted in Douglas B. Reeves, The Daily Disciplines of Leadership (San Francisco: Jossey-Bass, 2002), p. 100.
16. Kouzes and Posner, p. 244.
17. Cook, p. 2.
18. Mintzberg, p. 67.
19. Tom Corcoran, Susan H. Fuhrman, and Carol L. Belcher, "The District Role in Instructional Improvement," Phi Delta Kappan, September 2001, pp. 78-84.
20. Reeves, p. 101.
21. Richard F. Elmore, Building a New Structure for School Leadership (Washington, D.C.: Albert Shanker Institute, 2000), p. 6.
22. Michael G. Fullan, Leading in a Culture of Change (San Francisco: Jossey-Bass, 2001), p. 78; and Donald A. Schön, The Reflective Practitioner: How Professionals Think in Action (New York: Basic Books, 1983), pp. 165-66.
23. Michael G. Fullan, Leading in a Culture of Change (San Francisco: Jossey-Bass, 2001), p. 78; and Donald A. Schön, The Reflective Practitioner: How Professionals Think in Action (New York: Basic Books, 1983), pp. 165-66.
24. Kouzes and Posner, p. 244; and Mintzberg, op. cit.
25. Kouzes and Posner, p. 244; and Mintzberg, op. cit.
26. David Tyack and Larry Cuban, Tinkering Toward Utopia: A Century of Public School Reform (Cambridge, Mass.: Harvard University Press, 1995), p. 84.
27. Fullan, Leading in a Culture of Change, pp. 32-33.
28. Mihaly Csikszentmihalyi, Follow the Psychology of Optimal Experience (New York: Harper Perennial, 1990), p. 49.
29. Kouzes and Posner, p. 247; and Collins, p. 177.
30. Kouzes and Posner, p. 247; and Collins, p. 177.
31. Mike Schmoker, The Results Fieldbook: Practical Strategies from Dramatically Improved Schools (Alexandria, Va.: Association for Supervision and Curriculum Development, 2001).
32. Dan C. Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975); Bob Nelson, 1001 Ways to Reward Employees (NewYork: Workman, 1994); Marcus Buckingham and Curt Coffman, First, Break All the Rules (New York: Simon and Schuster, 1999); Joseph Blasé and Peggy C. Kirby, "The Power of Praise - A Strategy for Effective Schools," NASSP Bulletin, December 1992, pp. 69-77; and Tom Peters, Thriving on Chaos (New York: Knopf, 1987).
33. Dan C. Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975); Bob Nelson, 1001 Ways to Reward Employees (NewYork: Workman, 1994); Marcus Buckingham and Curt Coffman, First, Break All the Rules (New York: Simon and Schuster, 1999); Joseph Blasé and Peggy C. Kirby, "The Power of Praise - A Strategy for Effective Schools," NASSP Bulletin, December 1992, pp. 69-77; and Tom Peters, Thriving on Chaos (New York: Knopf, 1987).
34. Dan C. Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975); Bob Nelson, 1001 Ways to Reward Employees (NewYork: Workman, 1994); Marcus Buckingham and Curt Coffman, First, Break All the Rules (New York: Simon and Schuster, 1999); Joseph Blasé and Peggy C. Kirby, "The Power of Praise - A Strategy for Effective Schools," NASSP Bulletin, December 1992, pp. 69-77; and Tom Peters, Thriving on Chaos (New York: Knopf, 1987).
35. Dan C. Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975); Bob Nelson, 1001 Ways to Reward Employees (NewYork: Workman, 1994); Marcus Buckingham and Curt Coffman, First, Break All the Rules (New York: Simon and Schuster, 1999); Joseph Blasé and Peggy C. Kirby, "The Power of Praise - A Strategy for Effective Schools," NASSP Bulletin, December 1992, pp. 69-77; and Tom Peters, Thriving on Chaos (New York: Knopf, 1987).
36. Dan C. Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975); Bob Nelson, 1001 Ways to Reward Employees (NewYork: Workman, 1994); Marcus Buckingham and Curt Coffman, First, Break All the Rules (New York: Simon and Schuster, 1999); Joseph Blasé and Peggy C. Kirby, "The Power of Praise - A Strategy for Effective Schools," NASSP Bulletin, December 1992, pp. 69-77; and Tom Peters, Thriving on Chaos (New York: Knopf, 1987).
37. Mintzberg, p. 181.
38. I b i d.
39. Cook, p. 3.
40. Fullan with Stiegelbauer, p. 97.
41. Fullan, "Turning Systemic Thinking on Its Head," p. 420.
42. Tyack and Cuban, p. 83.
43. Quoted in Fullan with Stiegelbauer, p. 96.
44. Reeves, pp. 104-5.
45. Fullan, "Turning Systemic Thinking on Its Head," p. 421.
46. Fullan with Stiegelbauer, p. 91.
47. Thomas Hatch, "It Takes Capacity to Build Capacity," Education Week, 14 February 2001, pp. 44, 47.
48. Richard L. Allington, What Really Matters for Struggling Readers (New York: Longman, 2001), p. 10.
49. Olatokunbo S. Fashola and Robert E. Slavin, "Schoolwide Reform Models: What Works?," Phi Delta Kappan, January 1998, pp. 370-79.
50. Mark Berends, Susan Bodilly, and Sheila Nataraj Kirby, "Looking Back over a Decade of Whole-School Reform: The Experience of New American Schools," Phi Delta Kappan, October 2002, p. 170.
51. Ibid., p. 174.
52. Corcoran, Fuhrman, and Belcher, op. cit.
53. Deborah Viadero, "Whole-School Projects Show Mixed Results," Education Week, 11 July 2001, p. 19.
54. Anne C. Lewis, "The Importance of Evidence," Phi Delta Kappan, May 1998, p. 644.
55. Carl D. Glickman, Leadership for Learning: How to Help Teachers Succeed (Alexandria, Va.: Association for Supervision and Curriculum Development, 2002), p. 4; and Linda Darling-Hammond, The Right to Learn: A Blueprint for Creating Schools That Work (San Francisco: Jossey-Bass, 1997), p. 297.
56. Carl D. Glickman, Leadership for Learning: How to Help Teachers Succeed (Alexandria, Va.: Association for Supervision and Curriculum Development, 2002), p. 4; and Linda Darling-Hammond, The Right to Learn: A Blueprint for Creating Schools That Work (San Francisco: Jossey-Bass, 1997), p. 297.
57. Allington, op. cit.; and Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock, Classroom Instruction That Works (Alexandria, Va.: Association for Supervision and Curriculum Development, 2001).
58. Allington, op. cit.; and Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock, Classroom Instruction That Works (Alexandria, Va.: Association for Supervision and Curriculum Development, 2001).
59. Allington, p. 9; Bruce Joyce and Beverly Showers, Student Achievement Through Staff Development (Alexandria, Va.: Association for Supervision and Curriculum Development, 2002); and James W. Stigler and James Hiebert, The Teaching Cap: Best Ideas from the World's Teachers for Improving Education in the Classroom (New York: Free Press, 1999).
60. Allington, p. 9; Bruce Joyce and Beverly Showers, Student Achievement Through Staff Development (Alexandria, Va.: Association for Supervision and Curriculum Development, 2002); and James W. Stigler and James Hiebert, The Teaching Cap: Best Ideas from the World's Teachers for Improving Education in the Classroom (New York: Free Press, 1999).
61. Allington, p. 9; Bruce Joyce and Beverly Showers, Student Achievement Through Staff Development (Alexandria, Va.: Association for Supervision and Curriculum Development, 2002); and James W. Stigler and James Hiebert, The Teaching Cap: Best Ideas from the World's Teachers for Improving Education in the Classroom (New York: Free Press, 1999).
62. Fullan is quoted in Dennis Sparks, "Change Agent," Journal of Staff Development, Winter 2003, pp. 55-58.
63. Corcoran, Fuhrman, and Belcher, pp. 82-83.
64. Ibid., p. 82.
65. Dennis Sparks, "The Real Barrier to Improved Professional Development," Results newsletter, April 2001, p. 2.
66. Joyce and Showers, p. 35.
67. Thomas R. Guskey, "What Makes Professional Development Effective?," Phi Delta Kappan, June 2003, p. 749.
68. Richard L. Stiggins, "Assessment, Student Confidence, and School Success," Phi Delta Kappan, November 1999, p. 198.
69. Peter Temes, "The End of School Reform," Education Week, 4 April 2001.
70. Little is quoted in Fullan and Stiegelbauer, p. 78.
71. Little, "The Persistence of Privacy," pp. 526-27.
72. Glickman, Leadership for Learning, p. 4.
73. Darling-Hammond, pp. 150-51.
74. Richard DuFour, "The Learning Principal," Educational Leadership, May 2002, p. 14.
75. Anne C. Lewis, "School Reform and Professional Development," Phi Delta Kappan, March 2002, p. 489.
76. Malcolm Gladwell, The Tipping Point: How Little Things Can Make a Big Difference (Boston: Little, Brown, 2002).