Skip to main content
SpringerLink
Log in
Book cover

Innovation up Close

How School Improvement Works

  • Book
  • © 1984

Overview

Authors:
  1. A. Michael Huberman

    1. University of Geneva, Geneva, Switzerland

    View author publications

    You can also search for this author in PubMed   Google Scholar

  2. Matthew B. Miles

    1. Center for Policy Research, New York, USA

    View author publications

    You can also search for this author in PubMed   Google Scholar

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (8 chapters)

  1. Front Matter

    Pages N1-xx
    Download chapter PDF

  2. Structure—Function Relations of Natural Toxins and Nerve Agents: An Overview

    • Anthony T. Tu, William Gaffield
    Pages 1-17

  3. Twelve Brief Case Histories

    • A. Michael Huberman, Matthew B. Miles
    Pages 18-31

  4. Before Implementation

    • A. Michael Huberman, Matthew B. Miles
    Pages 32-42

  5. The Implementation Process

    • A. Michael Huberman, Matthew B. Miles
    Pages 43-132

  6. Transformations over Time

    • A. Michael Huberman, Matthew B. Miles
    Pages 133-186

  7. The Outcomes of School Improvement

    • A. Michael Huberman, Matthew B. Miles
    Pages 187-251

  8. Why School Improvement Succeeds or Fails

    • A. Michael Huberman, Matthew B. Miles
    Pages 252-270

  9. What Have We Learned?

    • A. Michael Huberman, Matthew B. Miles
    Pages 271-281

  10. Back Matter

    Pages 283-312
    Download chapter PDF
Back to top

Keywords

About this book

School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im­ proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from ;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end­ less. Furthermore, the issues are not merely technical, but normative and po­ litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be.

Authors and Affiliations

  • University of Geneva, Geneva, Switzerland

    A. Michael Huberman

  • Center for Policy Research, New York, USA

    Matthew B. Miles

Bibliographic Information

Publish with us

Policies and ethics

Back to top

Search

Navigation