WorldCat Identities

English, Fenwick W.

Overview
Works: 143 works in 391 publications in 1 language and 17,106 library holdings
Genres: Encyclopedias  Case studies  Abstracts 
Roles: Author, Editor, Contributor
Classifications: LB2805, 375.001
Publication Timeline
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Most widely held works by Fenwick W English
Deciding what to teach and test : developing, aligning, and auditing the curriculum by Fenwick W English( Book )

21 editions published between 1992 and 2010 in English and held by 1,111 WorldCat member libraries worldwide

The issue of balancing testing, curriculum design, and teaching practices is a pressing one for today's schools. Now in its third edition, this influential book on developing and aligning curriculum is updated with new insights on providing effective curriculum leadership, increasing student success, and closing the achievement gap. Addressing the fundamentals of curriculum design in the context of a standards-based environment, Fenqick W. English focuses on how administrators and teachers can best collaborate to create a high-quality curriculum for all students. Readers will find: guidance on curriculum mapping and other user-friendly tools; new information on differentiating teaching, learning, and assessment to meet the needs of special education students, English language learners, and others; additional content on addressing cultural differences in curriculum content and assessment practices; and a new chapter on the challenges educators face in their roles as curriculum leaders
The Sage handbook of educational leadership : advances in theory, research, and practice by Fenwick W. W English( Book )

33 editions published between 2004 and 2011 in English and Undetermined and held by 780 WorldCat member libraries worldwide

"This handbook is sure to be a pivotal resource in the restructuring of courses and curricula in departments and schools of education well into the 21st century, as well as a powerful guide to reframing issues of practice in educational settings. Professionals in the field will also find a wealth of information informing practice in the world of education. It is an ideal text for graduate courses, in which students and professors will find cutting-edge research and alternative modes of thinking, offering a perspective unmatched by any other single source."--Jacket
Encyclopedia of educational leadership and administration by Fenwick W English( Book )

13 editions published in 2006 in English and Undetermined and held by 736 WorldCat member libraries worldwide

This encyclopedia presents the most recent theories, research, terms, concepts, ideas, and histories on educational leadership and school administration as taught in preparation programs and practiced in schools and colleges today. With more than 600 entries, written by more than 200 professors, graduate students, practitioners, and association officials, the two volumes of this encyclopedia represent the most comprehensive knowledge base of educational leadership and school administration that has, as yet, been compiled
Fundamental curriculum decisions by Fenwick W., Ed English( Book )

7 editions published in 1983 in English and held by 726 WorldCat member libraries worldwide

This yearbook provides a readable, usable, and practical summary of the most commonly applied elements of curriculum development on the contemporary educational scene. Separate chapters discuss: (1) "Contemporary Curriculum Circumstances" (Fenwick W. English); (2) "Curriculum Thinking" (George A. Beauchamp); (3) "Curriculum Content" ( B. Othanel Smith); (4) "Goals and Objectives" (Ronald S. Brandt and Ralph W. Tyler); (5) "Needs Assessment" (Roger A. Kaufman); (6) "Curriculum Planning" (Arthur W. Steller); (7) "Curriculum Design" (George A. Beauchamp); (8) "Curriculum Politics" (Glenys G. Unruh); (9) "Selecting Learning Activities" (Doris T. Gow and Tommye W. Casey); (10) "Curriculum Implementation" (Susan F. Loucks and Ann Lieberman); (11) "Curriculum Research and Evaluation" (Frederick A. Rodgers); and (12) "Curriculum as a Field of Practice" (Elizabeth Vallance). (Cj)
Needs assessment : a focus for curriculum development by Fenwick W English( Book )

14 editions published between 1975 and 1981 in English and Undetermined and held by 657 WorldCat member libraries worldwide

This booklet focuses on needs assessment, a process for identifying and defining valid curriculum, instructional, and management objectives. It also presents a means for establishing controls over curriculum development at the local level, whether it be a school district or an individual school. Part 1 explains the (a) fundamentals, (b) rationale, (c) accountability, and (d) critical assumptions of needs assessment. Part 2 discusses techniques utilized by the curriculum developer in doing a needs assessment. Included among subjects covered are the following: (a) generic steps of needs assessment; (b) role of the teacher association/union; (c) goal derivation, validation, prioritization, and translation; (d) development and validation of performance objectives; (e) gap or need statements; (f) budget for implementation strategies; (g) fund strategies; and (h) reassessing gaps via feedback. Part 3 presents the curriculum development cycle using a needs assessment base. Methods include a system approach and Individually Responsive Curriculum (irc). Part 4 offers answers to some critical questions about the needs assessment process. A glossary of terms is included. (Js)
What they don't tell you in schools of education about school administration by John A Black( Book )

9 editions published between 1986 and 2001 in English and held by 599 WorldCat member libraries worldwide

The art of educational leadership : balancing performance and accountability by Fenwick W English( Book )

3 editions published in 2008 in English and held by 540 WorldCat member libraries worldwide

This work sketches out a balance between the science and the art of the field. The text illustrates how performance and practice represent the art, while the delineation of the skills and conceptual models represent the science
Strategies for differentiated staffing by Fenwick W English( Book )

4 editions published in 1972 in English and held by 416 WorldCat member libraries worldwide

Restructuring : the principal and curriculum change :a report of the NASSP Curriculum Council by Fenwick W English( Book )

6 editions published in 1990 in English and held by 380 WorldCat member libraries worldwide

Different groups have different ideas about how schools should be restructured. Although decision-making and control are increasingly shared with other groups, the principal remains most accountable. Innovative leadership styles, such as the inhouse critic and the master generalist, address issues of curriculum totality, function, and goals. Restructuring education involves abandoning some structural metaphors, such as the linear staircase model, and considering alternatives. The nonlinear, holistic spider web model requires radical structural changes in time/space relationships, scheduling, and teaching practices. This report also includes a developmental staging plan for school restructuring and scenarios of decision-making situations encountered by principals. (42 references) (lmi)
Research and educational leadership : navigating the new National Research Council guidelines( Book )

3 editions published in 2007 in English and held by 350 WorldCat member libraries worldwide

Skills for successful school leaders by John Hoyle( Book )

8 editions published between 1985 and 2013 in English and held by 349 WorldCat member libraries worldwide

This textbook provides a curriculum for administrator preparation courses based on guidelines established in 1979 by the American Association of School Administrators (aasa) Advisory Committee on Higher Education Relationships. Each chapter provides ideas for successful practices and suggested activities to provide actual experience in each area of study, followed by a checklist of essential skills and a list of resources. After a brief introduction, remaining chapters are devoted to the following skills: (1) designing, implementing, and evaluating school climate; (2) building support for schools; (3) developing school curriculum; (4) instructional management; (5) staff evaluation; (6) staff development; (7) allocating resources; and (8) educational research, evaluation, and planning. The final chapter summarizes considerations in building and using these skills. An appendix entitled "Megachallenges" discusses current societal trends with compelling significance for school leaders.(TE)
School organization and management by Fenwick W English( Book )

5 editions published in 1975 in English and held by 322 WorldCat member libraries worldwide

Curriculum auditing by Fenwick W English( Book )

7 editions published between 1988 and 2001 in English and held by 291 WorldCat member libraries worldwide

This book explains curriculum audits and how to conduct them. Chapter I, "Why Audit?" Presents criteria for determining if an audit is warranted and describes three basic types: functional, operational, and programmatic. Chapter ii shows how the three primary activities of document review, interviews, and site visitations yield answers to the questions inherent in each audit standard. Chapter iii discusses writing the audit and provides guidelines in creating the final document, including the use of photographs. Chapter iv is an expose of the hidden curriculum, as revealed through still photographs. Chapters v through viii present a series of case studies (with names changed to protect the districts involved) of audits conducted between 1986 and 1987. The purpose of the case studies is to demonstrate how data are used and to illustrate some of the shortcomings of the audit. Chapter ix discusses pre- and post-audit activities as linkages that connect the audit to practice and to change, and Chapter x addresses the working assumptions of the audit in a nonrational school system. Appended are (1) an annotated bibliography entitled "The Essential Curriculum Audit Reader"; (2) a survey instrument on good curriculum management practices; and (3) a sample board policy to establish curricular control. An index and bibliography are included. (Te)
Total quality education : transforming schools into learning places by Fenwick W English( Book )

8 editions published in 1994 in English and held by 279 WorldCat member libraries worldwide

Can schools be changed to eliminate some of the worst things about them? In this book the authors examine how competition is at the heart of nearly all facets of school life and the socioeconomic system that supports it. The authors conclude there is no way to recreate a school to ensure that every student wins and that there are no losers except by abandoning the current system and starting again. To design a school where all children are winners requires a complete transformation of the school into a learning place that recenters learning at the heart of the process. The authors skilfully adapt the proven business principles of W Edwards Deming and apply them to education. Using their combined forty years of practitioner experience, English and Hill detail how the educational changes which embody Total Quality Education are possible and what learning places are like in the way of principles, characteristics, organization, schedule, staff, instruction and supervision. They also present a learning model, discuss curriculum planning and evaluation in the learning place, and provide a planning and troubleshooting guide
Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability by Fenwick W English( Book )

6 editions published between 2000 and 2001 in English and held by 274 WorldCat member libraries worldwide

This report discusses deep curriculum alignment and is designed to serve as a practical guide to an educational strategy that embraces the philosophy of "what is tested is what is taught." Chapter 1 describes misconceptions and misuses of rhetoric about public education, popular myths about tests, and the nature of curriculum alignment. Chapter 2 describes the dynamics of the educational playing field embodied in the tensions between curriculum alignment and high-stakes testing. Chapter 3 considers practical ways of starting and developing the alignment process. Chapter 4 reviews three case studies of curriculum alignment; describes pedagogical parallelism which creates an alternative but parallel environment where students not only learn what is on a test but learn more; and lays out a practical step-by-step guide to implementing this environment. Chapter 5 discusses the problems involved with the current form of high-stakes accountability tests, positive trends in state assessment programs, the need for reasserting the primacy of curriculum in the testing debate, and problems involved with teaching social justice. It also considers the question whether colleges of education are contributors of solutions or problems to educational and institutional inflexibility. Chapters conclude with a list of key concepts, practical application guides, and lists of references. (Rt)
Curriculum management for schools, colleges, business by Fenwick W English( Book )

4 editions published in 1987 in English and held by 252 WorldCat member libraries worldwide

What works and does not work in school systems, colleges, and businesses is discussed with a focus on curriculum in the schools and other organizations. Organizational studies were completed in several school systems nationwide. Ten chapters look at the following: (1) curriculum management (the case of the academy, what curriculum is, the nature of school structure and organization, teacher autonomy and authority in schools, some constructs about curriculum in schools); (2) the concept of quality control (curriculum design and delivery, quality control as a concept, curriculum design, curriculum delivery); (3) resolving design and delivery problems (factors in the environment which require quality control, quality control in school settings, delivery problems); (4) curriculum validation (educational conservatism, liberalism, liberationism, and anarchism, procedures for validation, the social utilitarian view, the phenomenological view, the dominant approach, major steps in the process of needs assessment); (5) curriculum alignment (transfer of training as the critical assumption, two types of curriculum alignment, procedures, problems); (6) functional curriculum guides (cycle of basic curriculum design activities, steps in developing functional guides, problems with work design); (7) curriculum mapping (the context, the basic elements, technical difficulties, the dimensions, other descriptive mapping concepts, mapping in the school of the future); (8) curriculum balance (definitions, the importance of outcomes in determining balance, the problem of time, the problem of the co-curriculum, an approach towards determining balance); (9) curriculum auditing (precedents, a model for auditing, standards, format, the power of the audit, common mistakes in undertaking audits); and (10) curriculum evaluation (the framework, evaluation of work design, evaluation of the work performed, work measurement, looking at the total work flow, using results as an indicator of quality work design and work flow). A dialogue with the author follows each chapter; it answers common questions and lists additional activities. Contains approximately 500 references. (Sm)
Leadership as lunacy : and other metaphors for educational leadership by Jacky Lumby( Book )

7 editions published in 2010 in English and held by 188 WorldCat member libraries worldwide

Using thought-provoking metaphors, this book takes an innovative look at leadership models and behaviors to help administrators reflect upon their roles and revitalize their leadership behaviors
The postmodern challenge to the theory and practice of educational administration by Fenwick W English( Book )

4 editions published in 2003 in English and Undetermined and held by 145 WorldCat member libraries worldwide

"This book is designed for college and university programs engaged in the preparation of educational leaders for elementary/secondary schools and college administrative positions."--Jacket
The SAGE guide to educational leadership and management by Fenwick W English( Book )

10 editions published in 2015 in English and held by 119 WorldCat member libraries worldwide

This reference guide provides information on educational management, and insights into challenges facing educational leaders. Emphasis is placed on the skills that effective leaders must develop and refine, including communication, developing teams, coaching and motivating, and managing time and priorities. While being brief, simply written, and a highly practical overview for individuals who are new to this field, this reference guide will combine practice and research, indicate current issues and directions, and choices that need to be made
The art of educational leadership : balancing performance and accountability by Fenwick W English( Book )

7 editions published between 2007 and 2008 in English and Undetermined and held by 13 WorldCat member libraries worldwide

This work sketches out a balance between the science and the art of the field. The text illustrates how performance and practice represent the art, while the delineation of the skills and conceptual models represent the science
 
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Encyclopedia of educational leadership and administration
Alternative Names
English, Fenwick

Fenwick W. English American writer

Languages
English (173)

Covers
The Sage handbook of educational leadership : advances in theory, research, and practiceEncyclopedia of educational leadership and administrationWhat they don't tell you in schools of education about school administrationThe art of educational leadership : balancing performance and accountabilityResearch and educational leadership : navigating the new National Research Council guidelinesTotal quality education : transforming schools into learning placesDeep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountabilityLeadership as lunacy : and other metaphors for educational leadership