WorldCat Identities

Firestone, William A.

Overview
Works: 66 works in 140 publications in 1 language and 7,903 library holdings
Genres: Case studies  Examinations  Conference papers and proceedings  Abstracts 
Roles: Author, Editor
Classifications: LB3051, 371.264
Publication Timeline
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Most widely held works by William A Firestone
The ambiguity of teaching to the test : standards, assessment, and educational reform( Book )

8 editions published in 2004 in English and held by 721 WorldCat member libraries worldwide

Although most experts agree that mandatory testing leads to teaching to the test, they disagree about whether it leads to meaningless drill, wasted time, de-professionalizing teachers, and demotivating students, or to more challenging and thoughtful curr
Change and effectiveness in schools : a cultural perspective by Gretchen B Rossman( Book )

6 editions published in 1988 in English and held by 418 WorldCat member libraries worldwide

School context and school change : implications for effective planning by H. Dickson Corbett( Book )

5 editions published in 1984 in English and held by 385 WorldCat member libraries worldwide

Redesigning teaching : professionalism or bureaucracy? by William A Firestone( Book )

15 editions published between 1992 and 1993 in English and held by 361 WorldCat member libraries worldwide

This book clarifies current efforts to reform teaching by providing a conceptual analysis of what a professional and a bureaucratic view of teaching entail. Case studies are presented illustrating what happens when differing approaches to teachers' work are tried in three school districts. The first chapter describes the two approaches to reform by examining their conceptions of what students should learn and how and what teachers should teach. The next three chapters present the stories of three districts' efforts to redesign teaching; the teacher program is described in its district context, and issues of implementation are analyzed. Chapter 5 examines how the three districts implemented divergent conceptions of teacher reform. Chapter 6 analyzes the politics of redesign by examining the roles of different groups in shaping district policies. The final chapter synthesizes the arguments of the book and suggests that while short-term improvements can be accomplished through bureaucracy, serious reform requires professionalization. An extensive reference list and three appendices--research methods, a site visit guide, and an academy survey--complete the volume. (Ll)
A new agenda for research in educational leadership( Book )

5 editions published in 2005 in English and held by 360 WorldCat member libraries worldwide

"This book, the product of the task force on research co-sponsored by the American Educational Research Association Division A and the University Council for Educational Administration, sets an ambitious agenda for research in educational leadership. Prominent scholars in the field review current knowledge about leadership, frame new questions to generate important research in the field, and direct researchers and policymakers to rethink how educational administration, leadership, and policy should be understood
Great expectations for small schools : the limitations of Federal projects by William A Firestone( Book )

6 editions published in 1980 in English and held by 309 WorldCat member libraries worldwide

This book describes the chain stretching from President Nixon's announcement of the Experimental Schools Program in 1969 to the midpoint of its implementation in the Butte-Angels Camp School District (pseudonym for a small mountainous district 400 miles from Denver) in 1976. The story is told in some detail to illustrate the complexities of the process--complexities that are not really well understood either by the people in Washington who design a new program or the people in schools who respond to it. The emphasis in this case is on what took place in the district. As a result, the story portrays the mulitfaceted context in which this project was implemented and the host of issues and special interests that became attached to it. The actual story tells how the district's project was transformed into something that was very different from what was expected by program managers in Washington or by the district's superintendent and his staff who wrote the initial proposals that were funded. However, it provides an opportunity to explore a number of issues that concern those involved in change efforts at whatever level. (Author/BRR)
Rethinking effective schools : research and practice by Rethinking effective schools( Book )

4 editions published in 1991 in English and held by 288 WorldCat member libraries worldwide

From cashbox to classroom : the struggle for fiscal reform and educational change in New Jersey by William A Firestone( Book )

4 editions published in 1997 in English and held by 252 WorldCat member libraries worldwide

In June 1990, after 9 years of court battles, the state supreme court had found that New Jersey's school finance system was inequitable and had to be changed to better support children in urban schools. This book details the reasons behind the reform and its effects and tracks the impact of the reform from its dollar effects on fiscal equity in the classroom to its instructional effects on educational excellence. The book demonstrates how difficult it is to redistribute finances when political power has shifted to the more affluent suburbs and has declined in the poorer urban districts. The text focuses on personnel changes, including salary increases; adjustments in curriculum, instruction, and assessment; the changes in services for at-risk students and some of the programmatic responses to these students; and the many problems behind deferred maintenance and how districts address these needs. The conclusion presents three stories of school finance reform and the implications of such reform. (Contains an index and approximately 160 references.) (Rjm)
The progress of reform : an appraisal of state education initiatives by William A Firestone( Book )

4 editions published in 1989 in English and held by 105 WorldCat member libraries worldwide

Explaining differences between elementary and secondary schools : individual, organizational, and institutional perspectives by William A Firestone( Book )

2 editions published in 1984 in English and held by 87 WorldCat member libraries worldwide

Although elementary, junior high, and senior high schools are perceived as different, their differences are essentially ignored when organizational theorists characterize schools as loosely linked systems. Such systems share two characteristics: absence of shared goals and decentralization of power. To facilitate development of a more differentiated theory of school linkage, a recent study explored empirical differences among schools at three levels and attempted to explain these differences. Elementary schools consistently have stronger linkages than junior high schools, which in turn have stronger linkages than senior high schools. The data from a sample of 104 public schools in Pennsylvania and New Jersey suggest that differences between levels cannot be attributed to the staff's personal characteristics or to such organizational characteristics as size and complexity. An institutional perspective helps explain the differences between elementary and secondary schools in terms of size, staff, specialization, and gender composition. Historical evidence indicates that these differences result from institutional forces creating different expectations about how older and younger children should be educated. Four statistical tables and 59 references are appended. (Mlh)
Alienation and commitment of high school students and teachers by Sheila Rosenblum( Book )

3 editions published between 1987 and 1990 in English and held by 79 WorldCat member libraries worldwide

Administrative behavior, school SES, and student achievement : a preliminary investigation by William A Firestone( Book )

1 edition published in 1989 in English and held by 78 WorldCat member libraries worldwide

Building commitment among students and teachers : an exploratory study of ten urban high schools by William A Firestone( Book )

2 editions published in 1987 in English and held by 76 WorldCat member libraries worldwide

The coordination of education and social services : implications from three programs by William A Firestone( Book )

3 editions published between 1987 and 1990 in English and held by 75 WorldCat member libraries worldwide

Restructuring teaching : form, process, and outcome by William A Firestone( Book )

1 edition published in 1990 in English and held by 73 WorldCat member libraries worldwide

Educators have recently become more willing to realign the educational system. One approach is restructuring, which can take many forms. This study looks at three districts that restructured teaching, two with career ladders and one with shared governance. The reforms took two directions--professional and bureaucratic--which had important consequences for the process and outcomes of the restructuring. Many factors were encompassed in the direction taken, including how districts addressed certain dimensions of job and organizational design; I.E., authority and autonomy. Political factors that shaped the direction of development include the shape of the state program; the support of the board; the vision of the superintendent; and the interactions of board, superintendent, teachers and teachers' associations. Where the direction was bureaucratic--imposed from the top down with little or no teacher influence--there was significant teacher resistance, standardization of curriculum and instruction, and negative impacts on teacher motivation. Where the direction was professional--developed locally with significant teacher influence--there was widespread teacher acceptance, significant differentiation in curriculum and instruction, and positive impacts on teacher motivation. Where the direction was mixed--both top down and teacher-influenced design and implementation--results were mixed and difficult to assess. (Author/JD)
The alienation and commitment of students and teachers in urban high schools by William A Firestone( Book )

3 editions published in 1988 in English and held by 73 WorldCat member libraries worldwide

Professional cultures, improvement efforts and effectiveness : findings from a study of three high schools by Gretchen B Rossman( Book )

3 editions published in 1985 in English and held by 68 WorldCat member libraries worldwide

This report summarizes a study that explored the relationships between efforts to improve schools, the definitions of effectiveness or success which drive those efforts, and how these are affected by the inner life, or cultures, of the schools. Three improving high schools were studied in an attempt to understand the deeply-held beliefs of the adults in the schools and how those cultures shaped definitions of effectiveness and local improvement efforts. The findings are presented as case studies of the three schools, and address three major questions: (1) What is presently known about the relationship between cultures in schools, improvement efforts, and effectiveness? (2) What is culture? And (3) What do we know about cultural change? The three cases provide data for a set of conclusions regarding cultures, change, and definitions of effectiveness which are presented and elaborated upon in the final chapter. Also included is a discussion of the ideology of improvement and effectiveness as it clashes with the comprehensive ideal of the American high school. (Jd)
Effective schools : do elementary prescriptions fit secondary schools? by William A Firestone( Book )

3 editions published in 1982 in English and held by 64 WorldCat member libraries worldwide

Most of the recent research identifying organizational characteristics that seem to make schools unusually effective has been conducted at the elementary level and may not be applicable to secondary schools. Research currently underway suggests that the basic organizational structures of elementary and secondary schools dictate two different approaches to improving effectiveness. The secondary level is distinguished from the elementary level by structural looseness, departmentalization, and increased size. These factors undermine agreement on educational goals and block efforts of high school principals and administrators to influence classroom management. Secondary school principals are limited in their influence over programs and exercise symbolic leadership. Furthermore, it must be recognized that schools serve students of a wide range of socioeconomic and intellectual levels, and that high schools, in particular, must prepare these students for the outside world. Therefore, in defining secondary school effectiveness, it is necessary to consider more than the criterion of "basic skills." (Author/GC)
Studying professional cultures in improving high schools by Gretchen B Rossman( Book )

2 editions published in 1985 in English and held by 51 WorldCat member libraries worldwide

Rational bureaucracy or loosely coupled system? : an empirical comparison of two images of organization by William A Firestone( Book )

3 editions published in 1982 in English and held by 48 WorldCat member libraries worldwide

According to organizational theory, the administrative structure of schools has an effect on the feasibility and ease of improving their operation. To determine whether schools are better characterized as rational bureaucracies or as loosely coupled systems or whether some schools belong to each model, four dimensions were operationalized (goal consensus, centralization of influence, vertical communication, and rule enforcement) that would receive high scores in a rational bureaucracy. Approximately 1,300 teachers from a random sample of 50 schools drawn from southeastern Pennsylvania were administered questionnaires that collected data concerning the organizational structures of their schools. A series of cluster and discriminant analyses revealed two distinguishable groups of schools, one associated with each model. The results of this research have substantial practical as well as theoretical utility. (Mlf)
 
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The ambiguity of teaching to the test : standards, assessment, and educational reform
Languages
English (83)

Covers
Change and effectiveness in schools : a cultural perspectiveA new agenda for research in educational leadershipFrom cashbox to classroom : the struggle for fiscal reform and educational change in New Jersey