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• W298199422 abstract "The literature of trust, self and collective efficacy, positive psychology, and positive organizational scholarship suggests a foundation for moving educational systems from deficit orientations to strengths-based approaches. This is especially critical in contemporary educational settings given the high systemic and individual stress levels due in part from No Child Left Behind. Individuals and systems under threat will often rigidly respond to stress, limiting the creative approaches necessary in these complex times. Therefore, an approach that creates resilience in the system to broaden its view and build its social, intellectual, and emotional capital is necessary. The authors offer in this conceptual piece the theoretical, the empirical, and the early stages of a developing, strengths-based, reflexive inquiry model necessary to support resilient organizations and facilitate leaders in implementing and deepening the processes of effective schools. The Coleman Report (1966) trumpeted to Congress that schools had very little impact on student achievement. Home experience, culture, and socio-economic factors (input factors) were found to be stronger predictors of school success when compared with school input factors such as teacher's experience, training, and educational resources. In the 1970s, researchers such as Weber, Brookover, Taylor, and Edmonds began investigating Coleman's assertions by turning attention to processes of schooling in order to better understand how some schools were overcoming external factors to effect student achievement. These Effective Schools scholars, among others, driven by concerns for social justice, used rigorous data to challenge institutional racism and the idea that success in school depended on skin color or bank balance. Nearly 35 years after the Coleman Report contended schools could make little difference for students, Congress declared that schools must make a difference when it passed the No Child Left Behind Act (NCLB). Equity and excellence, which were central to Effective Schools literature, are again front and center in the national education landscape. The equity and excellence agenda that is put forth in NCLB, however, is enacted in a manner that prevents rather than enables these Effective Schools goals from being fully realized." @default.
• W298199422 created "2016-06-24" @default.
• W298199422 creator A5054034686 @default.
• W298199422 creator A5064836940 @default.
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• W298199422 date "2005-01-01" @default.
• W298199422 modified "2023-09-23" @default.
• W298199422 title "From Problem to Possibility: Leadership for Implementing and Deepening the Processes of Effective Schools" @default.
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