WorldCat Identities

Smylie, Mark A.

Overview
Works: 27 works in 66 publications in 1 language and 1,689 library holdings
Roles: Editor, Author
Publication Timeline
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Most widely held works by Mark A Smylie
Developing the teacher workforce by Mark A Smylie( Book )

8 editions published in 2004 in English and held by 774 WorldCat member libraries worldwide

"Developing the Teacher Workforce argues that teacher workforce development should evolve from the nature and function of teachers' work and should be considered from a career-long developmental perspective. Workforce development takes place across levels of a nested system, from the level of the individual teacher, to groups of teachers, to schools, to school systems, to broader social and policy contexts. Workforce development is not simply a problem of developing individual teachers, but developing groups of teachers in contexts. The most effective way to promote such development is through a system of strategies, coherent and mutually reinforcing across levels, from recruitment and retention, to pre-service education, to induction, to professional development, to compensation and incentives, to supervision and evaluation, to work design and union involvement initiatives. Attention to one strategy alone is unlikely to foster change, and conflict or misalignment of strategies across levels will provide further obstacles." "A more effective teacher workforce will require new and clear expectations, non-traditional alliances, innovation and coordination, and a commitment to ongoing evaluation and discussion, while also meeting the needs of teachers as professionals committed to their own growth. Schools and their personnel have traditionally resisted reform, but it is clear that states and politicians are increasingly willing to weigh in on preparing, credentialing, and compensating teachers, as well as supporting initiatives such as charter schools, alternative certification, and "teacher-proof" curriculums. It is imperative that those who influence teachers and teaching, whether through teacher preparation, human resource, or administrative decisions, or involvement in the teaching environment, begin to move beyond traditional roles to make connections for creating and sustaining a system that can best supply capable teachers to all our schools."--Jacket
Why do we educate? : voices from the conversation by David L Coulter( Book )

14 editions published between 2008 and 2009 in English and held by 329 WorldCat member libraries worldwide

Increasing the effectiveness of inservice training for desegregation : a synthesis of current research by Mark A Smylie( Book )

5 editions published in 1982 in English and held by 184 WorldCat member libraries worldwide

Continuous school improvement by Mark A Smylie( Book )

6 editions published between 2009 and 2010 in English and held by 169 WorldCat member libraries worldwide

"Focusing on school change that improves teaching and learning, this guide for principals integrates evolutionary change theory with the research on continuous improvement. Mark A. Smylie begins with a succinct overview of organizational change that provides readers with the foundation they need to embark on a school change initiative. Interviews with educators involved with organizational change provide insightful examples and first-person responses to the challenges inherent in school change. Continuous School Improvement also addresses the major implementation problems that leaders face, such as: Building trust ; Creating a culture of mutual responsibility ; Building support ; Setting goals ; Responding to teachers' stress in the face of change."--Publisher's website
A conceptual framework for the mission of the NIE Research and Development Center for Teacher Quality and Effectiveness : final report by Willis D Hawley( Book )

3 editions published in 1985 in English and held by 76 WorldCat member libraries worldwide

This report presents a conceptual framework for the mission of the National Institute of Education (nie) Research and Development Center for Teacher Quality and Effectiveness. Several important issues that should be the focus of the Center are identified, and the theoretical foundations to guide the research and development activities to study these issues are discussed. Also outlined is the role that the Center should have in assuming national leadership in the study of teacher quality and effectiveness, and the importance of developing new knowledge and perspectives that can inform the development and implementation of policy and can be taken and used by practitioners to improve their life, work, and productivity as teachers. The developers of this conceptual framework examined a broad range of popular, professional, and scholarly publications; consulted widely with policymakers and pracitioners; and undertook a survey of representatives of various education interest groups. The central issues that the Center should be engaged in are listed and discussed, including: (1) to attract and retain teachers; (2) to continuously enhance the competence of teachers who are recruited and who are currently in the profession in ways that increase their effectiveness; (3) to establish conditions in the workplace that facilitate the effective use of that competence; and (4) to motivate teachers to do their best and improve their practice. (Cb)
Improving teacher quality and effectiveness : issues for the '80s : planning grant for the development of an institutional grant proposal to establish an NIE research and development center for teacher quality and effectiveness by Willis D Hawley( Book )

3 editions published in 1985 in English and held by 66 WorldCat member libraries worldwide

This paper presents an overview of several of the problems and conditions of the teaching profession and discusses different issues related to the development and implementation of policies, programs, and practices designed to address them. The opening section examines the conditions of teaching--employment opportunities, teacher evaluation, professional development, professional status, and salary structures. In the following sections of the paper, discussions are offered on issues related to teacher entry and retention, the enhancement of competence and the facilitation of its use, and incentives and motivation. An overview is provided of several organizing concepts through which these issues might be explored, and issues related to the meaning of "teacher quality and effectiveness" are discussed. (Jd)
Organizational and psychological antecedents to change in teacher practice through staff development by Mark A Smylie( )

4 editions published between 1986 and 1988 in English and held by 17 WorldCat member libraries worldwide

Improving teacher quality and effectiveness : lessons from research : a videobriefing for the National Governors Association( Visual )

1 edition published in 1987 in English and held by 5 WorldCat member libraries worldwide

Involves a discussion of teaching professionals on ways to improve the quality of teaching with emphasis on the working atmosphere that attracts creative individuals
Getting started : a first look at Chicago Annenberg schools and networks by Mark A Smylie( Book )

1 edition published in 1998 in English and held by 4 WorldCat member libraries worldwide

The Chicago Annenberg challenge : successes, failures and lessons for the future : final technical report of the Chicago Annenberg Research Project by Mark A Smylie( Book )

3 editions published in 2003 in English and held by 3 WorldCat member libraries worldwide

This study examined whether the Chicago Annenberg Challenge promoted improvement in schools it supported and in student achievement and other outcomes; factors that might explain improvement or lack thereof among Annenberg schools; and what could be learned from the Challenge's experiences. It highlighted the period between 1996-1997 through 2000-2001. Results suggest that among the schools it supported, the Challenge had little impact on school improvement and student outcomes, with no statistically significant differences between Annenberg and non-Annenberg schools in rates of achievement gain, classroom behavior, student self-efficacy, and social competence. The study also examined trends in school improvement among a small group of "Breakthrough Schools," which received special financial and professional support from the Challenge between 1990-2001, a time during which the Challenge began withdrawing funds from the other Annenberg schools. Overall, Breakthrough schools began to develop in ways that distinguished them from other Annenberg schools and sustained or strengthened aspects of teacher professional community, school leadership, and relational trust while other Annenberg schools did not. Factors distinguishing strong and weak schools included cultivation of strong, distributive leadership and use of an array of complementary, reinforcing strategies. Appendixes contain research methodology and results. (Contains 59 figures, 27 tables, and 131 endnotes.) (Sm)
Improving teacher quality and effectiveness : lessons from research( Visual )

2 editions published between 1986 and 1987 in English and held by 2 WorldCat member libraries worldwide

Eleven researchers on teachers and the teaching profession identify critical issues in education and highlight findings from research on policies to improve the quality and effectiveness of the teacher workforce. Areas discussed are: teacher recruitment and preparation, alternative certification, problems of the beginning teacher, interaction with colleagues, merit pay and career ladders, teacher evaluation and retention and finally, the public image of teachers and their work
Research, Training, and Practice: Outcomes and Implications for Staff Development by Carolyn M Evertson( Book )

1 edition published in 1986 in English and held by 1 WorldCat member library worldwide

Most recent initiatives to improve teaching may be characterized as top-down, compliance-oriented policies that seek to increase accountability and regulate different aspects of the profession. Little regard has been paid to the development of assistance programs at the state level that aim at building capacity among teachers and local school systems and that call for or allow significant discretion and involvement on the part of local teachers and administrators in policy development, adoption, and implementation. This paper describes the Arkansas Classroom Management Training Model, a state-level assistance program for teacher improvement that was developed through a collaborative effort involving the Arkansas Department of Education, local school systems, and an educational researcher. A description and a brief history of the program are presented, and research findings on the conditions necessary to the successful adoption, implementation, and continuation of educational innovations are examined in detail to explain the initial success of the program. A general model is presented that is based on the Arkansas model, for the development and implementation of staff development programs that link research, training, and practice. References, tables, and figures are appended. (Jd)
Social support, academic press, and student achievement : a view from the middle grades in Chicago by Valerie E Lee( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

Covering school desegregation : a deskbook for education writers summarizing legal developments, current status, and research findings( Book )

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

The enhancement function of staff development : organizational and psychological antecedents to individual teacher change by Mark A Smylie( Book )

1 edition published in 1988 in English and held by 1 WorldCat member library worldwide

Promoting instructional improvement : a strategic human resource management perspective by Mark A Smylie( Book )

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

Increasing the Effectiveness of Inservice Training for Desegregation: ASynthesis of Current Research. Reference & Resource Series by Mark A Smylie( Book )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

This report reviews recent research on strategies that have been found to promote useful and effective inservice training programs in desegregated schools. The first section presents approaches for planning and implementing inservice training for desegregation. The second section describes inservice desegregation training programs that focus on: (1) instructional methods; (2) curriculum; (3) self awareness, empathy, and interpersonal relations; (4) discipline techniques and classroom management strategies; and (5) parent involvement in school affairs. The third section discusses the need to train administrators for school desegregation. It is suggested that the most successful inservice training programs are those that have been planned and implemented by educators themselves; address specific needs of teachers and administrators in single school settings (including student achievement, improving interpersonal relations, discipline and classroom management techniques, and curriculum innovation); involve participants in program development and implementation; and focus on developing practical skills and responses for the classroom. Models of the components of inservice training programs and the relationship between training areas and outcomes are given. (Author/MJL)
Teacher professional development in Chicago : supporting effective practice by Mark A Smylie( Book )

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

Teacher leadership( Book )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

Yearbook of the National Society for the Study of Education( Book )

1 edition published in 2004 in English and held by 1 WorldCat member library worldwide

 
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Developing the teacher workforceYearbook of the National Society for the Study of Education
Alternative Names
Smylie, Mark A.

Languages
English (59)

Covers
Why do we educate? : voices from the conversationContinuous school improvementYearbook of the National Society for the Study of Education