WorldCat Identities

Schmuck, Richard A.

Overview
Works: 73 works in 314 publications in 4 languages and 6,953 library holdings
Genres: Handbooks and manuals  Case studies  Abstracts 
Roles: Author, Editor, Other
Classifications: LB1032, 371.25
Publication Timeline
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Most widely held works by Richard A Schmuck
Group processes in the classroom by Richard A Schmuck( Book )

80 editions published between 1970 and 2001 in 5 languages and held by 2,066 WorldCat member libraries worldwide

Publisher's description: Are your students interested in how to understand and manage the daily dynamics of the classroom environment? Do you want to offer your students practical, concrete, realistic, field-tested action ideas to use in their own classrooms? Does your course cover cooperative learning, faculty collaboration, school restructuring, and educational reform? If so, look to Group Processes in the Classroom, Eighth Edition. For 30 years this classic text has provided pre- and in-service teachers with an understanding of group processes in the classroom. Now in its eighth edition, the text combines social-psychological theory and research with recent, teacher-created action ideas--the tested, down-to-earth practices of a generation of K-12 teachers--to show students how they can successfully apply well-researched group-process procedures in their own classrooms and schools. Group Processes in the Classroom, Eighth Edition is the only comprehensive text available on the social psychology of teaching and learning
Handbook of organization development in schools by University of Oregon( Book )

24 editions published between 1972 and 1988 in English and held by 672 WorldCat member libraries worldwide

This text has been written primarily as a handbook for organizational specialists in school districts, for those learning to become organizational specialists, and for teachers of organizational specialists. For the most part, each chapter and each major section has been organized to be understood and used independently from the rest of the book. The first two chapters describe the theory of organizations and the specific activities used for planning interventions in school organizations. Chapters three through eight present a rationale and the methods for improving the school organization functions of clarifying communication, establishing goals, uncovering and working with conflict, improving group meetings, solving problems, and making decisions. Each of these chapters contains ideas for planning as well as action guides for actual practice in the field. Two final chapters discuss two of the most important skills of the organizational specialist the design and the evaluation of a training program. One chapter presents ideas on how to go about putting together sequences of training activities into coherent designs; it also serves as a summary of the core chapters. The last chapter provides information for evaluating intervensions and the particular aspects of any training design. (Author/DN)
Practical action research for change by Richard A Schmuck( Book )

18 editions published between 1997 and 2006 in English and held by 543 WorldCat member libraries worldwide

Action research provides a process for educators to individually and collectively study their own situations, try new practices, evaluate those innovations, adjust, and try again. In this revised second edition, Richard Schmuck demonstrates how educators at all levels can use action research to improve their professional practice and change the culture of their schools, districts, or communities. He shows how educators, by reflecting on their past, present, and future practice, can convert frustrations into solvable problems. This updated workbook covers both the proactive and the responsive models of action research and also includes: easy-to-understand explanations of methods, steps, and phases; a chapter devoted to questionnaires, interviews, observations, and public documents; guidelines for both solo and cooperative projects; "how-to" worksheets that guide readers through the process; journal-writing activities at the end of every chapter; and case studies of real action research projects
Diagnosing classroom learning environments by Robert S Fox( Book )

11 editions published in 1966 in English and Undetermined and held by 504 WorldCat member libraries worldwide

A humanistic psychology of education; making the school everybody's house by Richard A Schmuck( Book )

11 editions published between 1974 and 1978 in English and Spanish and held by 441 WorldCat member libraries worldwide

This book attempts to show how schools can go about humanizing their own processes and procedures. It takes the view that schools are complex social systems and that systematic changes--not merely changes in individual attitudes--are required to realize humanization. From this "systems" point of view, the most powerful tool for developing humanized learning climates lies in reforming the norms that influence the interpersonal relationships among all school participants. The book grapples with ways of humanizing schools by using theory and research available from the social sciences--social psychology in particular. The book is designed for use in many educational settings, such as those of preservice, inservice, and graduate. It is meant to be practical by shedding light on what humanized schooling means, what humanized schools look and feel like, and how such schools can be created. An annotated bibliography is included at the end of each chapter. An extensive bibliography and an index are also included at the end of the book. (Author/DN)
Organization development in schools by Richard A Schmuck( Book )

12 editions published in 1971 in English and held by 405 WorldCat member libraries worldwide

Summarizing the full report of a study by the same title that originally appeared in five volumes, this document is divided into four sections. Section I critiques and clarifies the values, goals, and assumptions of Organization Development (od), a change strategy for organizational self-development and renewal adapted from business settings and used in schools over the past 15 years. In section ii, the authors identify and analyze the various models of od in practice, including conditions and strategies affecting its initiation, implementation, and continuation. Organized like section ii around two main categories--empirical case studies in school districts and overviews and comparative reviews of the field of OD--section iii assesses the impact or outcomes of od on achievement, productivity, and attitudes. The document's final section examines OD's future and suggests policy implications for educational agencies at local school district, intermediate unit, university, state/provincial department of education, and federal education agency levels. Extensive references are included. (Jbm)
Problem solving to improve classroom learning by Richard A Schmuck( Book )

8 editions published in 1966 in English and held by 401 WorldCat member libraries worldwide

The second handbook of organization development in schools by University of Oregon( Book )

14 editions published between 1977 and 1982 in English and held by 330 WorldCat member libraries worldwide

Although written primarily for organizational specialists in school districts, this book is also addressed to school administrators, departments of education, students of educational administration, teachers, and organizational researchers. It is intended to help establish the organizational climates that nurture personal fulfillment and to create organizational norms and structures that promote personal freedom, understanding, responsibility, and social equity. Largely, each chapter and major section have been organized to be used independently. An update and revision of an earlier volume, this book differs from the previous one in having a more systematic and concisely stated theory, more information about diagnosis and evaluation, and more techniques for designing interventions. The first two chapters present theoretical background and techniques for diagnosing organizational situations. The next three chapters explain how to help organizational members clarify communication, set goals, and manage conflicts. The three following chapters explain techniques for solving organizational problems and improving decision-making. A chapter on macrodesign explains how to determine the overall theoretical structure and sequence of organization development activities. A chapter on microdesigning deals with logistical and methodological elements and specific training activities. The final chapters offer techniques for evaluating outcomes and actually institutionalizing organization development in schools. (Author/JM)
Small districts, big problems : making school everybody's house by Richard A Schmuck( Book )

6 editions published in 1992 in English and held by 281 WorldCat member libraries worldwide

During a 6-month odyssey over America's back roads, 80 schools in 25 small school districts in 21 states were visited, in hopes of finding effective schools where smallness facilitated participation by all. District size ranged from 450 to 2,000 students. Data collection included observation of classes and meetings; group interviews of classes; and individual interviews of superintendents, principals, board of education members, teachers, students, and other community members. Each school was at the center of the life of its community, engaging virtually everyone as it provided education, entertainment, social life, and community identity. Most of the towns visited were in deep economic trouble, and most school districts were struggling with a tight budget and an increasingly needy student population. Although economic circumstances were dire, the biggest problems found in small districts were social-emotional. Instead of schools where small class size promoted faculty cooperation and student involvement, the schools visited were often regimented, authoritarian, and filled with bored students and overworked, frustrated teachers. There were few signs of teacher collaboration, "whole-person" interpersonal relationships, democratic participation by teachers or students, or cooperative learning in the classroom. Chapters portray, and detail findings on, students, teachers, principals, superintendents, and school board members. The final chapter presents a school "blueprint" that focuses on transactional communication, polyarchic influence, and respect for the individual, and that outlines the effort needed from each group of stakeholders. Contains an index. (Sv)
Practical action research : a collection of articles( Book )

7 editions published between 2000 and 2009 in English and held by 248 WorldCat member libraries worldwide

The handbook of organization development in schools and colleges by Richard A Schmuck( Book )

6 editions published between 1994 and 2012 in English and held by 185 WorldCat member libraries worldwide

Organizational training for a school faculty by Richard A Schmuck( Book )

12 editions published between 1970 and 1971 in English and held by 174 WorldCat member libraries worldwide

This monograph reports on an intervention that attempted to improve the flexible organizational problem solving of a junior high school faculty. Organizational development, not personal change, was the study's goal. Although the emotional reactions of faculty members were considered in the design, the intervention concentrated on organizational roles and norms and their interrelationships. The researchers questioned whether a faculty could improve its organizational functioning--using group training in communication and problem solving--while conducting the normal business of the school. Data from the study indicate that organizational changes occurred in verbally expressed attitudes about the principal and staff meetings, in the kinds of innovations reported, and in the changing norms of the faculty. (Author/MF)
Consultation for innovative schools : OD for multiunit structure by Richard A Schmuck( Book )

6 editions published in 1975 in English and held by 143 WorldCat member libraries worldwide

Action research for higher educators : collaborative principles and practices for positive change by Richard A Schmuck( Book )

2 editions published in 2010 in English and held by 89 WorldCat member libraries worldwide

Action research for college-level community health work : getting out, going into, giving back by Joseph Martin Stevenson( Book )

in English and held by 53 WorldCat member libraries worldwide

The development of educational teams by Mitchell Schwartz( Book )

2 editions published in 1976 in English and held by 48 WorldCat member libraries worldwide

Catalystics : classroom analytics for teaching about social justice with action research in higher learning by Joseph Martin Stevenson( Book )

1 edition published in 2015 in English and held by 30 WorldCat member libraries worldwide

Tools for the study and diagnosis of classroom learning atmospheres by Robert Fox( Book )

2 editions published in 1965 in English and held by 10 WorldCat member libraries worldwide

Creative practices developed by teachers for improving classroom atmospheres by Mabel Kaufman( Book )

2 editions published in 1963 in English and held by 9 WorldCat member libraries worldwide

Solving interpersonal problems in the classroom by Richard A Schmuck( Book )

2 editions published in 1963 in English and held by 8 WorldCat member libraries worldwide

 
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Small districts, big problems : making school everybody's house
Alternative Names
Schmuck, Richard

Schmuck, Richard A.

Languages
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Practical action research for changeSmall districts, big problems : making school everybody's housePractical action research : a collection of articlesThe handbook of organization development in schools and collegesAction research for higher educators : collaborative principles and practices for positive change