Leading small: Eight lessons for leaders in transforming large comprehensive high schools

Phi Delta Kappan

Volumn 85, Issue 10, 2004, Pages 762-770

  Copland, Michael A ^a   Boatright, Elizabeth E ^b  

^a UNIVERSITY OF WASHINGTON   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2942631411     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408501011     Document Type: Review

References (64)

1. See, for example, Michael C. Fullan with Suzanne Stiegelbauer, The New Meaning of Educational Change (New York: Teachers College Press, 1991); and Ann Lieberman, ed., The Work of Restructuring Schools: Building from the Ground Up (New York: Teachers College Press, 1995).
2. See, for example, Michael C. Fullan with Suzanne Stiegelbauer, The New Meaning of Educational Change (New York: Teachers College Press, 1991); and Ann Lieberman, ed., The Work of Restructuring Schools: Building from the Ground Up (New York: Teachers College Press, 1995).
3. The specific statistics can be found on the websites of the U.S. Department of Education (www.ed.gov) and the Gates Foundation (www. gatesoundation.org).
4. See, for example, Kathleen Cotton, "Affective and Social Benefits of Small-Scale Schooling," ERIC ED 401 088, 1996; and Robert Gladden, "The Small School Movement: A Review of the Literature," in Michelle Fine and Janis I. Somerville, eds., Small Schools, Big Imaginations: A Creative Look at Urban Public Schools (Chicago: Cross City Campaign for Urban School Reform, 1998), pp. 113-33.
5. See, for example, Kathleen Cotton, "Affective and Social Benefits of Small-Scale Schooling," ERIC ED 401 088, 1996; and Robert Gladden, "The Small School Movement: A Review of the Literature," in Michelle Fine and Janis I. Somerville, eds., Small Schools, Big Imaginations: A Creative Look at Urban Public Schools (Chicago: Cross City Campaign for Urban School Reform, 1998), pp. 113-33.
6. Cotton, p. 1.
7. Craig Howley, "The Academic Effectiveness of Small-Scale Schooling (An Update)," ERIC ED 372 897, 1994.
8. Valerie E. Lee and Julia B. Smith, "Effects of High School Restructuring and Size on Early Gains in Achievement and Engagement," Sociology of Education, vol. 68, 1995, pp. 241-70.
9. Bernard J. McMullan, Cynthia L. Sipe, and Wendy C. Wolf, Charters and Student Achievement: Early Evidence from School Restructuring in Philadelphia (Philadelphia: Center for Assessment and Policy Development, 1994).
10. Robert Pittman and Perri Haughwout, "Influence of High School Size on Dropout Rate," Educational Evaluation and Policy Analysis, vol. 9, 1987, pp. 337-43.
11. Lee and Smith, op. cit.
12. Jean Stockard and Maralee Mayberry, Effective Educational Environments (Newbury Park, Calif.: Corwin Press, 1992).
13. Patricia A. Wasley et al., Small Schools: Great Strides: A Study of New Small Schools in Chicago (New York: Bank Street College of Education, 2000).
14. Leanna Stiefel et al., The Effects of Size of Student Body on School Costs and Performance in New York City High Schools (New York: Institute for Education and Social Policy, New York University, 1998).
15. Kathleen Cotton, New Small Learning Communities: Findings from Recent Literature (Portland: Northwest Regional Educational Laboratory, 2001); and Mary Anne Raywid, "Current Literature on Small Schools," ERIC ED 425 049, 1999.
16. Kathleen Cotton, New Small Learning Communities: Findings from Recent Literature (Portland: Northwest Regional Educational Laboratory, 2001); and Mary Anne Raywid, "Current Literature on Small Schools," ERIC ED 425 049, 1999.
17. Deborah Meier, "Can the Odds Be Changed?," in Fine and Somerville, p. 86.
18. See for example, Michael Copland, "The Myth of the Superprincipal," Phi Delta Kappan, March 2001, pp. 528-33.
19. Lee and Smith, p. 268.
20. Cotton, New Small Learning Communities; and Wasley et al., op. cit.
21. Cotton, New Small Learning Communities; and Wasley et al., op. cit.
22. Theodore R. Sizer, Horace's Compromise (Boston: Houghton Mifflin, 1984).
23. Tom Vander Ark, "The Case for Small High Schools," Educational Leadership, March 2002, p. 56.
24. Raywid, p. 103.
25. Virginia Vanderslice and Shirley Farmer, "Transforming Ourselves: Becoming an Inquiring Community," in Michelle Fine, ed., Chartering Urban School Reform: Reflections on Public High Schools in the Midst of Change (New York: Teachers College Press, 1994), p. 89.
26. Thomas Sergiovanni, "The Case for Smaller Schools," in idem, Leadership for the Schoolhouse: How Is It Different? Why Is It Important? (San Francisco: Jossey-Bass, 1996), pp. 98-118.
27. Nel Noddings, The Challenge to Care in Schools: An Alternative Approach to Education (New York: Teachers College Press, 1992), p. 36.
28. Valerie E. Lee et al., Social Support, Academic Press, and Student Achievement (Chicago: Consortium on Chicago School Research, 1999), as quoted in Wasley et al., p. 71.
29. Wasley el al., p. 8.
30. See, for example, Richard Rodriguez, Hunger of Memory (New York: Bantam Books, 1982); Annette Lareau and Erin M. Horval, "Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships," Sociology of Education, vol. 72, 1999, pp. 3753; Paul Willis, "Class and Institutional Forms of Culture," in idem, ed., Learning to Labor: How Working-Class Kids Get Working-Class Jobs (New York: Columbia University Press, 1981), pp. 52-59; James R. Valadez, "Searching for a Path out of Poverty: Exploring the Achievement Ideology of a Rural Community College," Adult Education Quarterly, vol. 50, 2000, pp. 212-30; and Steven Brint and Jerome Karabel, The Diverted Dream (New York: Oxford University Press, 1989).
31. See, for example, Richard Rodriguez, Hunger of Memory (New York: Bantam Books, 1982); Annette Lareau and Erin M. Horval, "Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships," Sociology of Education, vol. 72, 1999, pp. 3753; Paul Willis, "Class and Institutional Forms of Culture," in idem, ed., Learning to Labor: How Working-Class Kids Get Working-Class Jobs (New York: Columbia University Press, 1981), pp. 52-59; James R. Valadez, "Searching for a Path out of Poverty: Exploring the Achievement Ideology of a Rural Community College," Adult Education Quarterly, vol. 50, 2000, pp. 212-30; and Steven Brint and Jerome Karabel, The Diverted Dream (New York: Oxford University Press, 1989).
32. See, for example, Richard Rodriguez, Hunger of Memory (New York: Bantam Books, 1982); Annette Lareau and Erin M. Horval, "Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships," Sociology of Education, vol. 72, 1999, pp. 3753; Paul Willis, "Class and Institutional Forms of Culture," in idem, ed., Learning to Labor: How Working-Class Kids Get Working-Class Jobs (New York: Columbia University Press, 1981), pp. 52-59; James R. Valadez, "Searching for a Path out of Poverty: Exploring the Achievement Ideology of a Rural Community College," Adult Education Quarterly, vol. 50, 2000, pp. 212-30; and Steven Brint and Jerome Karabel, The Diverted Dream (New York: Oxford University Press, 1989).
33. See, for example, Richard Rodriguez, Hunger of Memory (New York: Bantam Books, 1982); Annette Lareau and Erin M. Horval, "Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships," Sociology of Education, vol. 72, 1999, pp. 3753; Paul Willis, "Class and Institutional Forms of Culture," in idem, ed., Learning to Labor: How Working-Class Kids Get Working-Class Jobs (New York: Columbia University Press, 1981), pp. 52-59; James R. Valadez, "Searching for a Path out of Poverty: Exploring the Achievement Ideology of a Rural Community College," Adult Education Quarterly, vol. 50, 2000, pp. 212-30; and Steven Brint and Jerome Karabel, The Diverted Dream (New York: Oxford University Press, 1989).
34. See, for example, Richard Rodriguez, Hunger of Memory (New York: Bantam Books, 1982); Annette Lareau and Erin M. Horval, "Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships," Sociology of Education, vol. 72, 1999, pp. 3753; Paul Willis, "Class and Institutional Forms of Culture," in idem, ed., Learning to Labor: How Working-Class Kids Get Working-Class Jobs (New York: Columbia University Press, 1981), pp. 52-59; James R. Valadez, "Searching for a Path out of Poverty: Exploring the Achievement Ideology of a Rural Community College," Adult Education Quarterly, vol. 50, 2000, pp. 212-30; and Steven Brint and Jerome Karabel, The Diverted Dream (New York: Oxford University Press, 1989).
35. Jeannie Oakes, Keeping Track: How Schools Structure Inequality (New Haven, Conn.: Yale University Press, 1985); and Pittman and Haughwout, op. cit.
36. Jeannie Oakes, Keeping Track: How Schools Structure Inequality (New Haven, Conn.: Yale University Press, 1985); and Pittman and Haughwout, op. cit.
37. Wasley et al., op. cit.
38. Jean Anyon, "Social Class and the Hidden Curriculum of Work," Journal of Education, vol. 162, 1980, pp. 67-92; and James S. Coleman, "families and Schools," Educational Researcher, August/September 1987, pp. 32-38.
39. Jean Anyon, "Social Class and the Hidden Curriculum of Work," Journal of Education, vol. 162, 1980, pp. 67-92; and James S. Coleman, "families and Schools," Educational Researcher, August/September 1987, pp. 32-38.
40. et al., p. 9.
41. Raywid, p. 1.
42. Stacy Mitchell, "Jack and the Giant School," The New Rules, vol. 2, 2000, pp. 1-10.
43. See, for example, Sergiovanni, op. cit.; and Wasley et al., op. cit.
44. See, for example, Sergiovanni, op. cit.; and Wasley et al., op. cit.
45. Cotton, New Small Learning Communities.
46. Kenneth B. Doane, "Careen and Lamar Elementary Schools," in Fred M. Newmann et al., eds., Authentic Achievement: Restructuring Schools for Intellectual Quality (San Francisco: Jossey-Bass, 1996), p. 92.
47. Doreen D. Ross and Rodman B. Webb, "Implementing Shared Decision Making at Brooksville Elementary School," in Lieberman, p. 77.
48. Nancy Mohr, "Small Schools Are Not Miniature Large Schools: Potential Pitfalls and Implications for Leadership," in William Ayers, Michael Klonsky, and Gabrielle Lyon, eds., A Simple justice: The Challenge of Small Schools (New York: Teachers College Press, 2000), p.148.
49. Ross and Webb, p. 77.
50. Wasley et al., p. 64.
51. Betty Lou Whitford and Donna M. Gaus, "With a Little Help from Their Friends: Making Change at Wheeler School," in Lieberman, p. 26.
52. Michael Fullan, Change Forces: Probing the Depths of Educational Reform (London: Falmer, 1993), p. 26.
53. Mohr, p. 144.
54. Vanderslice and Farmer, pp. 91-92.
55. Michael Klonsky, "Small Schools and Teacher Professional Development" ERIC Digest, available at www.ericdigests.org/2003-4/small- schools. html.
56. See, for example, Kathleen Cushman, "How Friends Can Be Critical as Schools Make Essential Changes," Horace, May 1998, pp. 1-5.
57. Linda Darling-Hammond, The Right to Learn (San Francisco: Jossey-Bass, 1997); Mohr, op. cit.; Newmann et at., op. cit.; and Michelle Fine, "Chartering Urban School Reform," in idem, pp. 5-30.
58. Linda Darling-Hammond, The Right to Learn (San Francisco: Jossey-Bass, 1997); Mohr, op. cit.; Newmann et at., op. cit.; and Michelle Fine, "Chartering Urban School Reform," in idem, pp. 5-30.
59. Linda Darling-Hammond, The Right to Learn (San Francisco: Jossey-Bass, 1997); Mohr, op. cit.; Newmann et at., op. cit.; and Michelle Fine, "Chartering Urban School Reform," in idem, pp. 5-30.
60. Linda Darling-Hammond, The Right to Learn (San Francisco: Jossey-Bass, 1997); Mohr, op. cit.; Newmann et at., op. cit.; and Michelle Fine, "Chartering Urban School Reform," in idem, pp. 5-30.
61. Cotton, New Small Learning Communities, pp. 31-32.
62. Catherine A. Wallach and Rick Lear, An Early Report on Comprehensive High School Conversions (Seattle: Small Schools Project, 2003), p. 58.
63. Paula M. Evans, "A Principal's Dilemmas: Theory and Reality of School Design," Phi Delta Kappan, February 2003, p. 433.
64. Jacqueline Ancess, Urban Dreamcatchers: Launching and Leading New Small Schools (New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1997), p. 11.