Description - Students are Stakeholders, Too by Edie L. Holcomb
Students are Stakeholders Too uses a semi-fictionalized narrative to paint a picture of how an ordinary school, with only its existing resources, can engage students and create a student-learning-centered culture. Every person in this story is modeled after a real person (or many) that Holcomb has seen in action. The school in the book is a composite of several real-life settings the author has visited, incorporating other personal observations and documented sources. Holcomb's intention is to show what can happen when a principal begins to seek out student voices and open doors for greater interaction among adults and students. The foundation for the book is based on her belief that students can help us shape better schools and in doing so, they will learn lessons that will help them shape a better world. The book features "Questions for Reflection" and "Content for Consideration" at the end of each chapter, as well as Epilogues from a Principal, Graduate, Student Leader, Future Teacher and Author. The epilogues that close the book were co-written with some of the actual persons upon whom the book's characters are based.
Their reflections reveal the real-world challenges that are inherent in change.
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(254mm x 177mm x 13mm)
Corwin Press Inc
Publisher: SAGE Publications Inc
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Author Biography - Edie L. Holcomb
Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives: * From classroom teacher to university professor* From gifted education coordinator to mainstream teacher of children with multiple disabilities* From school- and district-level administration to national and international consulting* From small rural districts to the challenges of urban education She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change-including standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K-12 clusters of schools and evaluated principals. Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research. She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington State's School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.