WorldCat Identities

Barth, Roland S.

Overview
Works: 36 works in 130 publications in 3 languages and 5,964 library holdings
Genres: Bibliographies  Abstracts  Academic theses  Case studies 
Roles: Author, Author of introduction, Other
Classifications: LA217, 371.010973
Publication Timeline
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Most widely held works by Roland S Barth
Learning by heart by Roland S Barth( )

22 editions published between 2001 and 2011 in English and Turkish and held by 2,153 WorldCat member libraries worldwide

"Roland Barth knows what it takes to create wonderful schools for youngsters and adults alike. Learning by Heart is the sequel to Improving Schools from Within. A decade after publication of his best-selling book, Barth returns to the schoolhouse. Drawing from a career committed to building schools rich in community, learning, and leadership, he shows how to accomplish the most difficult task of school reform--transforming a school's culture so that it will be hospitable to human learning. In an engaging conversational style, he suggests how school people can become the architects, engineers, and designers of their own schools--and of their own destinies."--Jacket
Improving schools from within : teachers, parents, and principals can make the difference by Roland S Barth( Book )

21 editions published between 1990 and 2005 in English and held by 1,469 WorldCat member libraries worldwide

Examines the potential improvement to schools that strengthened relationships between teachers, parents, and principals could produce, discussing communication, teachers and principals as learners, and how to build a "community of learners."
Open education and the American school by Roland S Barth( Book )

21 editions published between 1972 and 1974 in English and Undetermined and held by 1,003 WorldCat member libraries worldwide

The author, an elementary school principal, describes his own experiences in an urban open school program that fell far short of its goals despite ample funding and the enthusiastic participation of a group of young teachers committed to the approach. After reviewing assumptions about learning and knowledge and about the role of the teacher in the open school, he presents a case study based on his own experience. He concludes that the open educators were in large part at fault in the failure of the school because they tried to impose their own ideas about education on a quite different culture; also, they did not give parents enough time to accept the premises of open education. The central message of the case study is that the forms, the intensity, and the extent of resistance to change of public schools in the direction of open education are educational constants. Most parents' concepts of quality education are along the lines of the traditional, rigorous, transmission-of-knowledge model. They want the schools to help their child succeed (get a job, or get into a good college). They prefer not to risk that goal for an experiment in open education. An annotated bibliography is included. (Jk)
Run school run by Roland S Barth( Book )

11 editions published between 1978 and 1985 in English and Undetermined and held by 667 WorldCat member libraries worldwide

Lessons learned : shaping relationships and the culture of the workplace by Roland S Barth( Book )

9 editions published in 2003 in English and held by 331 WorldCat member libraries worldwide

This collection of essays and personal reflections stems from the author's experiences as an educator and sailor. He attempts to draw parallels between the schoolhouse and the sailboat to glean lessons on how to perform in the workplace. Through anecdotes and sketches, the author furnishes two sets of "rules" on how to be a good team member, how to be an effective leader, and how to contribute to an enlightened and empowered work culture. The first set, called "cruising rules," are the norms of personal behavior required for individuals to stay on speaking, even friendly, terms while confined together for an indefinite period in close quarters at sea. They include such aphorisms as "Any story worth telling is worth telling often"; "Be careful who you get into a boat with"; and"Too many captains spoil the brine." The second set, called "working rules," are the norms of personal and professional behavior required for individuals in the workplace to stay on friendly terms and, in addition, produce a distinguished product. They include such maxims as "Our strengths may become our weaknesses"; "There is no reward for punishment"; and "Underpromise and overdeliver." (Wfa)
Strategic listening for school leaders by Jeannine S Tate( )

1 edition published in 2005 in English and held by 79 WorldCat member libraries worldwide

This practitioner friendly book concentrates on the importance of strategic listening as a critical interpersonal skill for school leaders in guiding their organizations
A bibliography of open education by Roland S Barth( Book )

2 editions published in 1971 in English and held by 79 WorldCat member libraries worldwide

"Open education" is used here to designate a general approach to teaching and learning which presumes the child's right and competence to make important decisions; views the teacher more as a facilitator of learning than a transmitter of knowledge; encompasses ideas such as vertical or "family" grouping; and offers flexibility of time, administration, and space, an environment rich in manipulative materials, and abundant alternatives and choice for students. This bibliography is designed to provide a starting place for those interested in open education and to make available to those already familiar with these ideas and practices an extensive resource which will assist further exploration. It is divided into three sections--books and articles, films, and periodicals--and each of the 265 annotated entries is listed under its appropriate category alphabetically by author. The publisher or distributor is included with each entry and complete addresses are also provided in a separate list. An index provides access to entries both by author and title. (Author/SH)
Guide for instructional leaders( Book )

3 editions published in 2002 in English and held by 48 WorldCat member libraries worldwide

Are you sure you're the principal? : a guide for new and aspiring leaders by Susan Villani( )

2 editions published in 2008 in English and held by 26 WorldCat member libraries worldwide

Updated for new and experienced principals, this resource provides personal stories, practical advice, a new chapter on career fulfillment, and study guides for professional development
Mentoring and induction programs that support new principals by Susan Villani( )

1 edition published in 2006 in English and held by 24 WorldCat member libraries worldwide

This insightful resource examines how well new principals are prepared and supported, reviews numerous model programs, and offers innovative solutions to develop a mentoring or induction program
Cruising rules : relationships at sea by Roland S Barth( Book )

1 edition published in 1998 in English and held by 18 WorldCat member libraries worldwide

The principal learner : a work in progress by Roland S Barth( Book )

2 editions published in 1997 in English and held by 11 WorldCat member libraries worldwide

The teacher leader by Roland S Barth( Book )

2 editions published in 1999 in English and held by 10 WorldCat member libraries worldwide

This booklet describes the work of teacher leaders. Section 1, "The Teacher Leaders," describes today's teacher leadership. Section 2, "What Is Teacher Leadership?" Explains that all teachers have leadership potential, and when teachers lead, principals extend their own capacity, students live in a democratic community of learners, and schools benefit from better decision making. Section 3, "Impediments," examines barriers to teacher leadership (E.G., lack of time and energy and resistant colleagues). Section 4, "Opportunities," discusses means through which some teachers are positively and significantly influencing their schools as leaders (E.G., leading by following, joining the team, and leading by example). Section 5, "The Principal," discusses barriers that some principals pose to leadership, highlighting ways that some principals encourage a culture of leadership (relinquishing power, trusting teachers, empowering teachers, and sharing failures and successes with teachers). Section 6, "Teachers and Principals," explains that the potential residing in teacher leadership to benefit schools and teachers will be realized only when many means exist to acknowledge and value personal and positional authority within the school. Section 7, "a Different Future," discusses what future teacher leaders will need to know and be able to do. (Sm)
Open education : assumptions and rationale by Roland S Barth( Book )

5 editions published between 1968 and 1970 in English and held by 8 WorldCat member libraries worldwide

The art of school leadership by Thomas R Hoerr( Book )

3 editions published between 2005 and 2009 in Arabic and English and held by 6 WorldCat member libraries worldwide

Continually asserting that good leadership is about relationships, a school principal in St. Louis shares the lessons he has learned about promoting collegiality, setting goals, evaluating teacher growth, encouraging creativity, making meetings meaningful, and partnering with parents. The appendices provide a sample teacher application, performance pay plan, and parent survey
Generations at school : building an age-friendly learning community by Suzette Lovely( Book )

1 edition published in 2007 in English and held by 4 WorldCat member libraries worldwide

Helps school leaders cultivate improvement-driven, cross-age learning communities by providing case studies, workplace alternatives, and easy-to-apply strategies to promote cross-generational collaboration. From publisher description
Tales of the intracoastal waterway : an account of a passage from the Florida Keys to Cape Cod on a seventeen foot catboat by Roland S Barth( Book )

1 edition published in 2010 in English and held by 3 WorldCat member libraries worldwide

The Principals' Center at Harvard University by Roland S Barth( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

By promoting insight-sharing among members, Harvard's Principals' Center works to develop, personally and professionally, those influencing the quality of schools. Growing numbers of principals outside Massachusetts, having attended the center as visiting practitioners, are founding centers in their own areas; the Harvard center itself is creating a national network of centers to strenthen individual development attempts. Additionally, the center is contributing to the little known area of leadership characteristics. Among its findings are these: (1) that principals are seen and see themselves as leaders, not learners; and (2) that nonprincipals identify the skills they believe effective principals should possess. The center is striving to alter both concepts by helping principals to reflect upon and analyze their work in order to understand better their own styles and schools. Conditions associated with enrichment seem to include recognition, voluntary participation, a protected setting, participant diversity, principal-centered programs, knowledge sharing, and varied activities for various learning styles. Yet the center faces dilemmas, among them the question of individualizing an organization with over 5,000 members. Finally, the center is important because it legitimizes the idea that there are conditions under which practitioners will voluntarily engage in activities promoting leadership growth and thus school improvement. (Ks)
School A Community of Leaders by Roland S Barth( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

Teachers can take effective schoolwide leadership roles if the principal encourages each teacher to take responsibility for an aspect of school life that the individual teacher cares strongly about. Such opportunities to engage in school leadership are attractive for teachers because (1) they offer possibilities for improving teaching conditions; (2) they replace the solitary authority of the principal with a collective authority; (3) they provide a constructive format in which the school's adults can interact and overcome their daily classroom isolation; (4) they help transform schools into learning contexts for adults as well as for children; and (5) they make teachers feel and become more important and professional in the eyes of students, other teachers, parents, administrators, and themselves. To encourage teachers to take leadership roles, principals should (1) make it clear that they want to see a community of leaders develop; (2) relinquish some power; (3) support the teachers to whom responsibility has been delegated; (4) involve teachers in decision making; (5) give responsibility not to teachers already proven responsible, but to teachers interested in the issues concerned; (6) accept a share of the responsibility for failures while allowing the teacher credit for successes; (7) admit their needs for help; and (8) seek ways to enhance their own self-confidence. Reviewing the experiences of small, democratically-organized schools around the country can provide insight into how communities of leadership can be developed. (PGD)
What's worth fighting for in the principalship? by Michael Fullan( Book )

2 editions published in 1997 in English and held by 2 WorldCat member libraries worldwide

This book is designed to help principals (and teacher leaders) fight for fundamentally positive changes that will benefit themselves and their students. Because principals are very often overloaded either with what they are actually doing or with all the things they think they should be doing, their actions, however unintentionally, are frequently shaped by outside events and/or the actions or directions of others. In the heart of this book, "Guidelines for Action," the author helps principals break the cycle of dependency both for themselves and for those with whom they work
 
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Improving schools from within : teachers, parents, and principals can make the difference
Covers
Improving schools from within : teachers, parents, and principals can make the differenceRun school runLessons learned : shaping relationships and the culture of the workplaceAre you sure you're the principal? : a guide for new and aspiring leadersCruising rules : relationships at seaThe art of school leadershipGenerations at school : building an age-friendly learning communityTales of the intracoastal waterway : an account of a passage from the Florida Keys to Cape Cod on a seventeen foot catboatWhat's worth fighting for in the principalship?
Languages
English (110)

Arabic (2)

Turkish (1)