Research Review for School Leaders, Volume 3

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William G. Wraga, Peter S. Hlebowitsh, Daniel Tanner
Lawrence Erlbaum Associates, Incorporated, 2000 - Education - 400 pages
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The Research Review for School Leaders, Volume III is specifically designed as a practical resource for school leaders whose schedules preclude opportunities to locate and review key research on every issue they must address. It places comprehensive, current, and accessible reviews of educational research at their fingertips, and is organized to make the research and practices it summarizes useful to them in their professional endeavors.

This is the third volume of the Review. Although the title has changed, its purpose and substance is continuous with the work of the earlier volumes. The first Annual Review of Research for School Leaders (1996) summarized research on the status of public schooling, interdisciplinary curriculum, and educational applications of computers. The second volume (1998) addressed the topics of middle-level education, the extracurriculum, mathematics education reform, and drop outs. The present Volume III offers educational leaders reviews of research on five timely educational issues:

* citizenship education;
* multicultural education;
* gifted and talented education;
* classroom assessment; and
* scheduling.

A basic premise of this volume is that, to make sound decisions, professionals need to be up to date on current research related to the problems with which they grapple. A second premise is that research cannot simply be imposed in a formulaic way on a local setting; the nature of the particular problem to be solved will always bear upon the relevance of research to a specific context. Thus, this volume is envisioned as a helpful resource for school leaders as they engage in important discussions of the research with teachers, school board members, parents, and other interested parties as they collaboratively seek effective resolutions to local educational problems.

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About the author (2000)

William G. Wraga is Professor in the Department of Lifelong Education, Administration, and Policy, at the College of Education, University of Georgia, where he teaches courses in curriculum theory, development, policy, and history. He received his master's degree from the University of Chicago and his doctorate in social and philosophical foundations of education from the Graduate School of Education at Rutgers University. He served as president of the Society for the Study of Curriculum History and as Factotum for the Professors of Curriculum. He is author of Democracy's High School: The Comprehensive High School and Educational Reform in the United States (1994).

University of Iowa

Rutgers University

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