WorldCat Identities

Walberg, Herbert J. 1937-

Overview
Works: 265 works in 767 publications in 2 languages and 30,061 library holdings
Genres: Handbooks and manuals  Case studies  Abstracts 
Roles: Author, Editor, Other, Interviewee
Publication Timeline
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Most widely held works by Herbert J Walberg
Teaching for thinking by James W Keefe( Book )

4 editions published in 1992 in English and held by 756 WorldCat member libraries worldwide

This volume represents a variety of current efforts to incorporate thought-provoking methods into teaching. There are three sections. "Curriculum Developments" defines key curricular terms and offers a framework and general examples of teaching tactics. In this section, Barbara Presseisen distinguishes thinking from other cognitive activities and shows how "conation" (motivation and striving) and knowledge representation are being used to promote thinking. Robert Marzano discusses three domains (learning to learn, content thinking, and reasoning) assignable to specific subjects, and Francis Schrag describes how to promote deep thinking in the classroom. "Teaching and Assessment" describes new methods for teaching thinking and assessing student progress. Barak Rosenshine and Joseph Guenther describe "scaffolding" (temporary instructional supports), and Ann Brown and Joseph Campione urge incorporation of thinking into all school programs through "reciprocal teaching" strategies. Charles Letteri's essay focuses on assessing students' learning strengths and weaknesses as a diagnostic tool for guiding individualized and group programs to improve classroom performance. Robert Ennis discusses several tests and techniques for measuring thinking for accountability. "Concluding Perspectives" synthesizes research on practical methods of teaching thinking in essays contributed by Barry Beyer, Robert Sternberg, and James Keefe. Most chapters contain reading suggestions. (Mlh)
Evaluating educational performance; a sourcebook of methods, instruments, and examples by Herbert J Walberg( Book )

13 editions published in 1974 in 3 languages and held by 691 WorldCat member libraries worldwide

This book is a collection of 20 articles and research reports that deal with practical, technical issues of research methodology applicable to the study and evaluation of today's schools. The evaluation techniques suggested are aimed primarily at educational reform and improvement, rather than revolutionary change. Because all the authors are currently engaged in programmatic research efforts, emphasis of the various articles is on practical rather than theoretical problems. Topics discussed include teacher evaluation, needs assessment, observation and rating instruments for assessing teaching and learning processes, evaluation of instructional media, large-scale statistical studies of educational performance and equality of opportunity, spatial analyses of educational data in a geographic area, and standardized test correlates of heredity, home environment, and schooling. (Author/JG)
Testing student learning, evaluating teaching effectiveness by Williamson M Evers( Book )

8 editions published between 2004 and 2013 in English and held by 670 WorldCat member libraries worldwide

This book takes a hard look at the professional, technical, and public policy issues surrounding student achievement and teacher effectiveness--and shows how testing and accountability can play a vital role in improving American schools
Handbook of special education : research and practice by Margaret C Wang( Book )

9 editions published in 1987 in English and held by 647 WorldCat member libraries worldwide

V.1. Learner characteristics and adaptive education
Research on teaching : concepts, findings and implications by Penelope L Peterson( Book )

8 editions published in 1979 in English and held by 587 WorldCat member libraries worldwide

Organizing for learning : toward the 21st century by Herbert J Walberg( Book )

5 editions published in 1989 in English and held by 585 WorldCat member libraries worldwide

In this monograph, 13 authors offer their perspectives on the essential components of good schools. One interesting commonality is the tension expressed between institutional structure and personal values. Another issue that surfaces centers on the rising expectations of society for school achievement and the need for making learning more student specific. Titles and authors of the articles are as follows: (1) "Diverse Practice, Shared Ideas: The Essential School" (Theodore R. Sizer); (2) "James Madison High School" (William J. Bennett); (3) "Site-Managed Schools" (John J. Lane and Herbert J. Walberg); (4) "One Model for Effective Educational Reform" (Arthur Steller); (5) "Value-Driven Schools: The Amoeba Theory" (Thomas J. Sergiovanni); (6) "Organizational Arrangements at Effective Secondary Schools" (Daniel U. Levine and Eugene E. Eubanks); (7) "Paradigm High School" (Mary Anne Raywid); (8) "a Restructured School" (Joe Nathan); (9) "An Information Age School" (Robert St. Clair); (10) "Personalized Education" (James W. Keefe); (11) "The Computerization of Schools" (Dustin H. Heuston); (12) "a School for 2088" (Fenwick W. English); and (13) "Multiple Perspectives on Organizing for Learning" (John J. Lane and Herbert J. Walberg). (Si)
Rethinking urban education by Herbert J Walberg( Book )

11 editions published between 1972 and 1980 in English and Undetermined and held by 551 WorldCat member libraries worldwide

Timepiece, extending and enhancing learning time by National Association of Secondary School Principals (U.S.)( Book )

4 editions published in 1993 in English and held by 546 WorldCat member libraries worldwide

This publication offers suggestions for making more productive use of time, a scarce and valued educational resource. The chapter authors, authorities on the use of educational time, write about how to extend and enhance learning time within and outside schools. In "Productive Use of Time," Herbert Walberg describes how learning time can be extended and enhanced by using psychological principles. In "Cycles, Rhythms, and the Meaning of School Time," Michael Connelly and Jean Clandinin suggest that annual cycles of holidays and weekly cycles (such as review and assessment) create rhythms of experience that control the intensity of instruction. Lorin Anderson, in "What Time Tells Us," differentiates among several kinds of educational time to provide insights on classroom management, instructional quality, and student learning. In "Changing the Cosmology of the School Schedule," Fenwick English discusses nonlinear scheduling alternatives. Charles Ballinger argues in "Year-Round Education: It's Time" that it is possible to introduce flexibility into the organization of the school year. Laurence Steinberg shows, in "The Use of Out-of-School Time," that extracurricular activities influence students' learning and classroom engagement. The final chapter summarizes recommendations for extending and enhancing learning time. (LMI)
Handbook of special and remedial education : research and practice( Book )

12 editions published between 1995 and 2008 in English and held by 538 WorldCat member libraries worldwide

Rethinking reform, the principal's dilemma : a special report of the NASSP Curriculum Council by NASSP Curriculum Council( Book )

5 editions published in 1986 in English and held by 513 WorldCat member libraries worldwide

Principals can meet the challenges posed by the educational reform movement only by identifying and confronting each dilemma and exerting educational leadership amidst all the confusion. This report discusses leadership dilemmas and suggests effective strategies for resolving them. The title of each chapter is in the form of a question. The introductory chapter offers concise definitions that answer the question, "what dilemmas?" The second chapter asks if reforms are like swinging pendulums and details patterns of reaction and counterreaction in past and present reform movements. The solution is not the midpoint balance, but Dewey's method of abandoning opposing opinions and approaching the problem in a new light. Unfortunately, there has been no impartial body to speak out for American public education since the Educational Policies Commission's demise almost 20 years ago. Meanwhile, principals must learn to be educational leaders, not mere managers, and schools must rise above fads to reflect the best in society. The next chapter questions whether reforms are needed and responds affirmatively on the basis of recent blue ribbon reports and changes in public support and student demographics. Succeeding chapters explore curriculum design and integration, facets of school administration, the plight of high risk youth facing more stringent academic standards, and school scheduling alternatives. The last two chapters focus on educational quality, reviewing effective instruction elements and teachers' expectations regarding low achievers. References are included at the end of each chapter. (Mlh)
School desegregation in the 21st century by Christine H Rossell( Book )

9 editions published between 2002 and 2006 in English and Undetermined and held by 510 WorldCat member libraries worldwide

This book presents a collection of papers that examine progress since 1954 in achieving racial equality in education and how to most effectively and efficiently achieve the promise of Brown V. Board of Education. The 11 papers are: (1) "Introduction: Assessing the Promise of 'Brown'" (Christine H. Rossell, David J. Armor, and Herbert J. Walberg); (2) "History of School Desegregation" (Jeffrey A. Raffel); (3) "Legal Issues Related to School Funding/Desegregation" (Alfred A. Lindseth); (4) "The Effectiveness of Desegregation Plans" (Christine H. Rossell); (5) "School Desegregation and Demographic Change" (William A.V. Clark); (6) "Desegregation and Academic Achievement" (David J.Armor); (7) "Ability Grouping and Classroom Desegregation" (Christine H. Rossell); (8) "Racial Disparities in School Discipline" (Charles M. Achilles); (9) "Improving Intergroup Relations in the Schools" (Walter G. Stephan); (10) "Attitudes on Race and Desegregation" (Christine H. Rossell and David J. Armor); and (11) "The Outlook for School Desegregation" (David J. Armor, Christine H. Rossell, and Herbert J. Walberg). (Papers contain references. Contains an index.) (sm)
Rethinking educational equality by Andrew T Kopan( Book )

6 editions published in 1974 in English and held by 495 WorldCat member libraries worldwide

School choice : the findings by Herbert J Walberg( Book )

6 editions published in 2007 in English and Undetermined and held by 487 WorldCat member libraries worldwide

School Choice: The Findings is the most comprehensive and up-to-date survey available, summarizing the research on charter schools, vouchers, and public versus private school effectiveness, from one of the country's most distinguished education scholars. The focus is on rigorous studies' those using randomized control groups (as in medical research), those that monitor achievement changes over time, and those based on large numbers of students
Capitalism and education : how overcoming our fear of markets and economics can improve America's schools by Herbert J Walberg( Book )

11 editions published between 2003 and 2013 in English and held by 371 WorldCat member libraries worldwide

Privatization of public education would provide better schools for children, teachers, parents, policymakers, and taxpayers
School choice or best systems : what improves education? by Margaret C Wang( Book )

10 editions published between 2001 and 2014 in English and held by 325 WorldCat member libraries worldwide

This book addresses the question of who should rule the schools--parents or educators? It presents an overview of research and practical applications of innovative--even radical--school reforms being implemented across the United States. The book is comprised of 10 chapters: (1) "Understanding Market-Based School Reform" (Herbert J. Walberg and Joseph L. Bast); (2) "Chartered Governance of Urban Public Schools" (Bruno V. Manno); (3) "Private Vouchers: Politics and Evidence" (Terry M. Moe); (4) "School Choice Experiments in Urban Education"; (5) "Integrated Governance in Chicago and Birmingham (uk)" (Kenneth K. Wong); (6) "Turning Around Low-Performing Schools: The Case of the Washington, dc Schools" (Margaret C. Wang and JoAnn Manning); (7) "Redefining Success: The San Antonio Case" (Diana Lam); (8) "Strategies for Reforming Houston Schools" (Rod Paige and Susan Sclafani); (9) "Incentive Effects New York's Minimum Competency Exams" (John H. Bishop and Ferran Mane); and (10) "Contracted Solutions to Urban Education Problems" (James W. Guthrie). An epilogue by Margaret C. Wang and Herbert J. Walberg concludes the book. (Rt)
Tests, testing, and genuine school reform by Herbert J Walberg( Book )

12 editions published between 2011 and 2013 in English and held by 265 WorldCat member libraries worldwide

"The pressing need to improve achievement in American schools is widely recognized. In Tests, Testing, and Genuine School Reform, Herbert J. Walberg draws on scientific studies of tests and their uses to inform citizens, educators, and policy makers about well-established principles of testing, current problems, and promising evidence-based solutions. He explains the central considerations in developing and evaluating good tests and tells how tests can best be used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards. To minimize mistaken policies and practices, the book also describes testing technology to enable readers to evaluate and make better use of tests. And because valid tests cannot be developed without clear, specific standards, one chapter is devoted to discussing standards and how they should determine the plans and development of tests and testing. In view of the continuing technical and political problems of tests and testing, the last chapter argues that, for accountability, to improve tests and testing, and to prevent fraud, the development, administration, scoring, and reporting test results should be conducted independent of traditional school authorities"--
Advancing student achievement by Herbert J Walberg( Book )

13 editions published between 2009 and 2013 in English and held by 216 WorldCat member libraries worldwide

A renowned educator-psychologist explains how children learn and how family, classroom, and school practices can help them learn more effectively. In addition to drawing on studies of learning outcomes, the author reveals economic research on teacher education and school choice that challenges many popular assumptions
Narrowing the achievement gap : strategies for educating Latino, Black and Asian students by Susan J Paik( Book )

12 editions published between 2007 and 2011 in English and held by 209 WorldCat member libraries worldwide

The fastest growing populations in U.S. schools are minority children and youth from Latino, Black, and Asian-American communities. Multiple economic, family, and social risk factors pose challenges to these students. Not surprisingly, evidence continues to show that these children face an ever-widening achievement gap throughout their school years. Consequently, school psychologists, educators, and other allied professionals must become better informed to improve the academic and life prospects of these children. To help these children succeed in school, Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students will serve as a valuable professional tool by: Providing effective strategies from experienced scholars and professionals that can be used to improve academic achievement and well-being of minority students. Examining, collectively, three cultural groups in one concise, yet comprehensive book on themes related to diverse families, immigration issues, and teaching and learning. Conceptualizing opportunities and challenges in working with minority children in the context of the federal No Child Left Behind act, related state and local educational policies, and current social trends. Tailoring the message of voluminous research to the practical needs of professionals working with minority children in accessible terms. This volume is a must-have reference for educators, psychologists, researchers, policymakers {u2013} and for anyone who works with children. _____________________________________________________________________________ "This volume is an important and impressive collection of scholarship that addresses one of the more intractable education problems of our times--ensuring that ALL children receive a quality education."--Gloria Ladson-Billings, Kellner Family Professor in Urban Education University of Wisconsin at Madison, and 2005-2006 President of AERA "A major contribution to the field, the in-depth analyses provided by the chapter authors should be of substantial appeal to a wide audience because of its interdisciplinary approach and orientation to theory, research, and practice."--Stanley Sue, Distinguished Professor of Psychology and Asian American Studies University of California at Davis "In considering the broad problems and in recommending solutions, the book provides breadth, concision, and unique organization."--Edmund W. Gordon, John M. Musser Professor of Psychology at Yale University Richard March Hoe Professor of Education and Psychology at Teachers College, Columbia University "This volume addresses the most important issue in contemporary education: understanding diversity while making it a pedagogical asset."--Luis C. Moll, Professor & Associate Dean, College of Education, University of Arizona
Handbook on restructuring and substantial school improvement( Book )

4 editions published in 2007 in English and held by 117 WorldCat member libraries worldwide

As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools. Sponsored by the U.S. Department of Education, the Center on Innovation & Improvement (CII) engaged leading experts on restructuring and school improvement to prepare modules for this handbook to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools. The Handbook is organized into three sections. The topic of the Handbook's modules - restructuring with a focus on the district as the impetus for dramatic improvement - is relatively new in the nation's education history. For this reason, the module authors were selected because they are highly experienced experts in their fields and can be counted on to judiciously weigh the less than definitive evidence and to state useful guiding principles
Handbook on statewide systems of support by Sam Redding( Book )

5 editions published between 2007 and 2008 in English and Undetermined and held by 109 WorldCat member libraries worldwide

As subsequent chapters point out, the No Child Left Behind Act (NCLB) requires states to provide assistance to districts in improving the schools within their purview. Of course, the U.S. Constitution and federal laws leave the control of education largely to the states, and states have long provided support to school districts. In return for federal monies, however, NCLB requires states to provide such help under the statewide systems of support (SSOS) provision of the Act. The purposes of this Handbook are to survey the research related to statewide systems of support, to present the experience and insights of educational leaders in how such support can best be conducted, and to derive actionable principles for improving schools. It is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff but also by the staff of school districts and schools. Also sponsored by the U.S. Department of Education, the Center on Innovation & Improvement (CII) previously developed the Handbook on Restructuring and Substantial School Improvement (Walberg, 2007) that became the basis of CII's technical assistance to Regional Centers on this topic. CII made available for downloading Power Point presentations and web-based seminars ("webinars") based on the previous Handbook. CII's intended audiences widely employed the previous Handbook on Restructuring and Substantial School Improvement and auxiliary materials and found them useful in their technical assistance efforts to disseminate and encourage evidence-based ideas for restructuring and improving schools. With advice from the U.S. Department of Education, scholarly experts, and experienced educators in the Regional Centers, state departments of education, and school districts, the CII staff concluded that what it envisioned as the present Handbook would be similarly useful
 
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Testing student learning, evaluating teaching effectiveness
Alternative Names
Walberg, Herb 1937-

Walberg, Herbert

Walberg, Herbert 1937-

Walberg, Herbert John 1937-

هيربرت، ويلبرج، 1937-

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Languages
English (161)

Danish (1)

Covers
Handbook of special education : research and practiceHandbook of special and remedial education : research and practiceSchool desegregation in the 21st centurySchool choice : the findingsCapitalism and education : how overcoming our fear of markets and economics can improve America's schoolsSchool choice or best systems : what improves education?Tests, testing, and genuine school reformAdvancing student achievement