WorldCat Identities

English, Fenwick W.

Overview
Works: 138 works in 384 publications in 1 language and 17,057 library holdings
Genres: Encyclopedias  Case studies  Abstracts 
Roles: Author, Editor, Contributor
Classifications: LB2805, 375.001
Publication Timeline
.
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 1,112 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 779 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 739 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 )

6 editions published in 1983 in English and held by 729 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 658 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 598 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 538 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 382 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

School organization and management by Fenwick W English( Book )

5 editions published in 1975 in English and held by 325 WorldCat member libraries worldwide

Curriculum auditing by Fenwick W English( Book )

7 editions published between 1988 and 2001 in English and held by 293 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
Curriculum management for schools, colleges, business by Fenwick W English( Book )

4 editions published in 1987 in English and held by 253 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

This book examines the current discourse on educational leadership models, behaviors, and roles, and helps school and district leaders develop a deeper connection to their roles and their approaches
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 117 WorldCat member libraries worldwide

CHAPTER 6 - RESPONSE TO INTERVENTION AND ITS IMPACT ON CLASSROOM PERFORMANCEPART III - CURRICULUM AND INSTRUCTION; CHAPTER 7 - MULTICULTURALISM VERSUS THE COMMON CORE; CHAPTER 8 - THE GROWING HISPANIC POPULATION IN U.S. SCHOOLS: CHALLENGES AND SOLUTIONS; CHAPTER 9 - THE CONTINUING SEARCH FOR BEST PRACTICES IN CLASSROOM INSTRUCTION; PART IV - TESTING AND ASSESSMENT; CHAPTER 10 - WHAT IS THIS TEST REALLY TESTING?: VALIDITY, RELIABILITY, AND TEST ETHICS; CHAPTER 11 - ACHIEVEMENT GAPS: CAUSES, FALSE PROMISES, AND BOGUS REFORMS
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
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.30 (from 0.00 for The art of ... to 0.47 for Total qual ...)

Encyclopedia of educational leadership and administration
Alternative Names
English, Fenwick

Fenwick W. English American writer

Languages
English (166)

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 placesLeadership as lunacy : and other metaphors for educational leadershipThe postmodern challenge to the theory and practice of educational administrationThe art of educational leadership : balancing performance and accountability