WorldCat Identities

Thomas, M. Donald

Overview
Works: 37 works in 49 publications in 1 language and 1,603 library holdings
Genres: Handbooks and manuals 
Roles: Author
Publication Timeline
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Most widely held works by M. Donald Thomas
Performance evaluation of educational personnel by M. Donald Thomas( Book )

5 editions published in 1979 in English and held by 279 WorldCat member libraries worldwide

Parents have rights, too! by M. Donald Thomas( Book )

3 editions published in 1978 in English and Undetermined and held by 260 WorldCat member libraries worldwide

Legal and ethical bases for educational leadership by M. Donald Thomas( Book )

2 editions published in 1998 in English and held by 254 WorldCat member libraries worldwide

Pluralism gone mad by M. Donald Thomas( Book )

3 editions published in 1981 in English and Undetermined and held by 247 WorldCat member libraries worldwide

An adequate education defined by M. Donald Thomas( Book )

1 edition published in 2001 in English and held by 237 WorldCat member libraries worldwide

Court decisions historically have dealt with educational equity; now they are helping to establish "adequacy" as a standard in education. Legislatures, however, have been slow to enact remedies. One debate over education adequacy, though, is settled: Schools are not financed at an adequate level. This fastback is divided into three sections. Section 1 presents state supreme court decisions from West Virginia, Kentucky, South Carolina, Wyoming, Ohio, Texas, and Alabama which strongly declare that education in their states is not provided with adequate financial support. Section 2 provides five methods for establishing adequacy: the normative-data model, the desired-results model, the resource model, the education-priority model, and the econometric model. Section 3 provides a program for establishing an exemplary adequate-finance system for education in any state. Adequacy differs from state to state because of historic practices, geographic value of education, legislative action, and economic development; hence this fastback deals with adequacy within states, not among states. It is intended as an aid to legislative bodies, state boards of education, and school finance personnel
What's right with public education by Joan M. Probst Kowal( Book )

2 editions published in 2002 in English and held by 183 WorldCat member libraries worldwide

Your school, how well is it working? : a citizens guide to school evaluation by M. Donald Thomas( Book )

3 editions published between 1982 and 1983 in English and held by 91 WorldCat member libraries worldwide

Learning begins at home : how parents can help by M. Donald Thomas( Book )

1 edition published in 1978 in English and held by 7 WorldCat member libraries worldwide

What's Right with Public Education. Fastback 501 by Joan Kowal( Book )

1 edition published in 2002 in English and held by 2 WorldCat member libraries worldwide

This document describes how public education has been a tremendous success for millions of children. It outlines the crucial role played by public education and how, in many cases, public schools are the only place where children receive care, sustenance, safety, and the opportunity to learn. The grand American tradition of public education began with Jefferson's ideal of an aristocracy based on talent and not on inherited wealth and privilege. Ever since its inception, this grand tradition of public education has undergone significant changes. It has been a crucial part of the immigrant experience, allowing the children of first-generation Americans to achieve a level of success that would not have been possible in their native countries. Indeed, education has produced a level of social mobility that is unmatched in most countries. It is public education that helps create a shared culture that is essential in any democracy. Public education also nurtures the financial health of any society and leads to the betterment of those who take full advantage of education's offerings. But education has come under full attack in the last 20 years, and although public education faces many challenges, its detractors fail to appreciate its many strengths and how it has shaped our culture. (Contains 10 references.) (Rjm)
Performance Evaluation of Educational Personnel. Fastback 135 by M. Donald Thomas( Book )

1 edition published in 1979 in English and held by 2 WorldCat member libraries worldwide

This pamphlet makes a case for performance evaluation of educational personnel as the primary method for improving schools. The case is developed through commentary, examples, and statements of educators familiar with performance evaluation. The paper examines current issues related to the evaluation of educational personnel such as the purpose of evaluation, the relationship between evaluation and teacher unionism, evaluation and the negotiation process, evaluation as a basis for staff development, and the ability of educators to police themselves. A separate chapter is devoted to a discussion of six school districts in the country that have model performance evaluation programs. Final chapters deal with accountability, the evaluation conference, and termination of an employee. (Author/LD)
Emerging Skills for School Administrators Needs for the Future by M. Donald Thomas( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

This paper discusses leadership theories, leadership research issues that educational leaders must confront in the next decade, and leadership skills required for the future. The discussion of leadership theories begins with a review of McGregor's Theories X, Y, and Z and moves on to the qualities embodied in such heroic, charismatic, and crusading leaders as Winston Churchill, John F. Kennedy, Martin Luther King, and others. A third approach to leadership emphasizes professional or businesslike qualities such as articulation of goals, ability to organize, understanding of finance, and ability to communicate. Educational leadership requires an eclectic approach, combining charisma, moral clarity, and business-minded professionalism. Research in educational leadership demonstrates that effective leadership varies according to personality and circumstance, but that school leaders tend to be moral leaders as well. The emerging leadership issues of the future are grouped into four categories: economic, public confidence, governance, and social stability. Each is accompanied by a set of leading questions. The administrative skills needed to address these issues include the ability to articulate the historic mission of schools, to accommodate the demands of a pluralistic society, to promote equal opportunity, and to change leadership style as needed. (TE)
Are There Giants Among Our Educational Mountains? by M. Donald Thomas( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

This paper begins by examining the changes that have occurred in school superintendency during the last 30 years, making it more collaborative and less conducive to the emergence of strong and dynamic "giants" such as Ben Willis and Harold Spears. These changes derive from changes in the general society, including a loss of confidence in government at all levels, increased activism on school boards, increased parental influence, increased power of teachers, decline in test scores leading to a loss in prestige of educational leaders, and declining enrollment. Following this discussion, 12 superintendents from large school districts, 9 from medium-sized districts, and 2 from county systems are named and briefly described as role models for the modern superintendency. They differ widely from one another, but all have high energy levels, strong intellects, and a deep commitment to education. (Te)
An Adequate Education Defined. Fastback 476 by M. Donald Thomas( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

Court decisions historically have dealt with educational equity; now they are helping to establish "adequacy" as a standard in education. Legislatures, however, have been slow to enact remedies. One debate over education adequacy, though, is settled: Schools are not financed at an adequate level. This fastback is divided into three sections. Section 1 presents state supreme court decisions from West Virginia, Kentucky, South Carolina, Wyoming, Ohio, Texas, and Alabama which strongly declare that education in their states is not provided with adequate financial support. Section 2 provides five methods for establishing adequacy: the normative-data model, the desired-results model, the resource model, the education-priority model, and the econometric model. Section 3 provides a program for establishing an exemplary adequate-finance system for education in any state. Adequacy differs from state to state because of historic practices, geographic value of education, legislative action, and economic development; hence this fastback deals with adequacy within states, not among states. It is intended as an aid to legislative bodies, state boards of education, and school finance personnel. The document ends with references, a bibliography of books recently published by the Phi Delta Kappa Educational Foundation, and an order form. (Rt)
Character Education by M. Donald Thomas( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

This paper proposes that schools resume their historic role in cultivating basic moral values in their students, based on what is defined as our national ethos: (1) a belief in the worth and perfectability of human life; (2) a belief in democracy; (3) faith in reason and the orderly solution of conflict; (4) respect for knowledge and commitment to universal education; (5) protection of personal liberties; and (6) equal protection under the law and equal opportunity. Relativistic approaches to character education by theorists such as Rath and Kohlberg focus on process to the exclusion of content, whereas others, such as Max Rafferty, promote a narrow set of moral principles and thus overemphasize content. A third alternative strikes a balance by defining character education as a lifelong rational search to acquire the values of our cultural heritage. Character education should begin with development of thinking skills based on a study of literary, political, and philosophical tradition, followed by opportunity for students to confirm the value of moral behavior through their own interaction. (Te)
Ethics Education Re-Discovering America by M. Donald Thomas( Book )

1 edition published in 1978 in English and held by 2 WorldCat member libraries worldwide

In our desire to establish social justice, we have neglected individual morality. Moral education was once a major part of the school experience, but has been lost in the present era of pluralistic ethics. While social-situational ethics have brought some good results, such as greater justice for minorities and governmental reform, they have also promoted such ideas as the end justifies the means or a social cause comes before conscience. What is now needed is an educational program in citizenship that leads to positive moral and ethical conduct. The first step in moral education is the development of a rational process of thinking based on the study of tradition in the social sciences and the humanities. Teaching ethics requires the establishment of basic principles that are to be learned. The Salt Lake City School District has delineated 12 such principles that can be taught in a variety of programs, from law-related education to journalism. Of greatest significance is the teachers' commitment to ethics. Teachers of ethics need to develop critical thinking skills and to be, themselves, students of law, moral philosophy, history, logic, and the fine arts. (Author/WD)
Principals New Focus for Reform by M. Donald Thomas( Book )

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

The educational reform movement has helped bring the principalship into new prominence. Among the forces affecting current attitudes toward the principalship are the effective schools literature, which has stressed the centrality of the principal's role; the anticipation of retirement by a large proportion of principals; the increased research on the principalship; analysis by principals of their own roles and responsibilities; the development of incentive pay programs for principals; and shifts in school governance toward state centralization and local district decentralization simultaneously. In response to these forces, local school boards and major national commissions are redefining the principal's role, and state legislation and federal policies are focusing on the principal's leadership functions. Principals can participate actively in the changes that are occurring by becoming experts in personnel evaluation, thinking in terms of results rather than activities, increasing cooperation between their schools and the community, developing new loyalty to public education, and improving their control of time, their priorities, and their goals. (PGD)
Leadership A Matter of Madness or Goodness by M. Donald Thomas( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

This paper contends that leadership at the state level can best improve schools through a leadership style that leads by example, by force of ideas, and by a devotion to fairness and justice. Responsibilities of state leaders include (1) reading and understanding the effective schools literature; (2) introducing school administrators to the potentials of educational technology; (3) promoting training programs that concentrate on human motivation, history, law, philosophy, organizational development, and human relations; (4) redefining the idea of leadership from one of position power to one of persuasion and fairness; and (5) finding ways to identify and reward effective schools and give recognition to competent school personnel. Ten leadership competencies are listed at the conclusion, and references are included. (TE)
Global Perspective on School Leadership by M. Donald Thomas( Book )

1 edition published in 2000 in English and held by 2 WorldCat member libraries worldwide

The complexity of educational leadership belies simple models and must be examined holistically and historically. Leadership has a setting, a historical framework, a wholeness of meaning, and a diversity of influences. Effective leaders must both articulate the values of society and go beyond them. Most agree leadership: (1) is situational and varies with individuals and events; (2) emerges from every segment of society, and no single program produces leaders; (3) involves helping followers attain goals; (4) has an ethical dimension; and (5) is best understood through studying historical figures. Educational leadership today is made more difficult because of declining financial support, rising demand for accountability, increasing diversity, increasing policy conflicts, and pressure to use technology in the face of access gaps. Effective leaders require such personal competencies as the ability to listen, validate information, speak clearly, learn, use research, motivate, take risks, and establish purpose. Effectiveness requires technical competencies in such areas as professional leadership, information management, professional development, human resources, organizational management, financial management, and information systems. Future leadership will emanate from knowledge, not position, and embrace as priorities democratic principles; basic human rights; adherence to ethics, equity, fairness, and justice; knowledge of best practices; and adherence to the exemplar principle. Educational leaders must express idealism and practicality, remaining convinced of the usefulness of education. (Tej)
Incentive Pay Programs The South Carolina Story by M. Donald Thomas( Book )

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

South Carolina's comprehensive Education Improvement Act of 1984 includes provisions for the development and implementation of statewide incentive pay programs for teachers, principals, and schools. The provision affecting teachers mandates the development and field testing of up to three programs between 1984 and 1986 and the implementation of the final, selected program during the 1986-87 school year. Teachers will participate in developing the incentive program, which will be evaluated by a team of principals and teachers. The incentive pay program for principals will be produced through a similar development process, but on a timetable calling for final implementation during the 1987-88 school year. The incentive program for schools will make incentive grants available through the state department of education to reward schools and districts for exceptional performance in improving student achievement, attendance, and attitudes; teacher attendance; parent participation; and other factors promoting or maintaining high levels of achievement. The funds are to be used for further improvement efforts. The incentive pay programs are expected to increase accountability in the areas of certification, evaluation, instruction, promotion, and expenditure. The support of South Carolina's governor, Richard Riley, is cited as a major factor in obtaining funding from the legislature. (PGD)
Shared Governance of Schools by M. Donald Thomas( Book )

1 edition published in 1977 in English and held by 2 WorldCat member libraries worldwide

Shared decision-making can help schools keep sight of their true goals. In the educational sector the conflicts that arise in collective bargaining disputes can be destructive to the organization. Schools require more than the mere coexistence of labor and management. They require cooperation and strong, supportive relationships. To establish a genuine partnership, the superintendent should establish a cabinet including representatives of employee groups. In each school building, the principal should establish a school council to assist with school governance. In Salt Lake City (Utah), the school district has implemented such a system. Administrative agreements between the superintendent and the teachers association specify that each school establish a governance council including both parents and staff. At the district level, decisions are made by a group including the superintendent, staff members, the president and the executive director of the teachers association, the president and the executive director of the administrators association, and the staff coordinator. In addition to adjudicating local decisions, the group makes recommendations on fringe benefits and leave policies, and determines staffing patterns and the allocation of resources. In this city, shared governance has created a strong partnership with parents and teachers. (Author/JM)
 
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English (30)