WorldCat Identities

Hersh, Richard H. 1942-

Works: 39 works in 163 publications in 3 languages and 5,405 library holdings
Genres: Abstracts 
Roles: Author, Editor, Creator
Publication Timeline
Most widely held works by Richard H Hersh
Promoting moral growth : from Piaget to Kohlberg by Richard H Hersh( Book )

41 editions published between 1979 and 2002 in English and Spanish and held by 1,379 WorldCat member libraries worldwide

Written for the classroom teacher, this book examines the relationship of Lawrence Kohlberg's psychological theories to educational practice and articulates a sequence of steps necessary to understand the role of the moral educator. Part I discusses educational psychologist Jean Piaget's six stages of moral development. It also examines Kohlberg's perception of the development of moral judgment and his theories of moral development and moral education. Part ii discusses educational practice. Emphasis is on how to use many strategies to promote moral development, how to create a moral development curriculum out of existing content and school life, and how to use the "just community" approach in organizing structure and process for schooling. Three themes provide the focus for discussion: 1) that moral issues are a part of all educational experience; 2) that once teachers decide to include the moral domain as part of classroom inquiry, their own moral awareness is deepened; and 3) that the process of becoming a moral educator is an integrative one in which a teacher's own goals, style, and competence are meshed with Kohlberg's theory. (Kc)
Declining by degrees : higher education at risk by Richard H Hersh( Book )

16 editions published between 2005 and 2015 in English and held by 1,272 WorldCat member libraries worldwide

DSU Title III 2007-2012
We're losing our minds : rethinking American higher education by Richard P Keeling( Book )

17 editions published between 2011 and 2012 in English and held by 833 WorldCat member libraries worldwide

"America is being held back by the quality and quantity of learning in college. This is a true educational emergency! Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. We are losing our minds--and endangering our social, economic, and scientific leadership. Critics say higher education costs too much and should be more efficient but the real problem is value, not cost--financial "solutions" alone won't work. In this book, Hersh and Keeling argue that the only solution--making learning the highest priority in college--demands fundamental change throughout higher education"--Provided by publisher
The structure of school improvement by Bruce R Joyce( Book )

9 editions published between 1983 and 2013 in English and held by 775 WorldCat member libraries worldwide

This book takes a broad look at the school today and offers a long term approach to the problem of school improvement by dividing the improvement process into three stages: refinement, renovation, and redesign. The book is divided into five major parts: (1) "Setting the Stage"; (2) "Establishing the Process"; (3) "Stage One: Refining the School"; (4) "Stage Two: Renovating the School"; and (5) "Stage Three: Redesigning the School." Part 1 discusses current theoretical and empirical bases for establishing a process of school improvement and defines the "Responsible Parties" who will oversee this improvement. Part 2 discusses homeostatic forces and school improvement and introduces the three stages. Part 3 is devoted to describing stage one, in which a school improvement committee is established, the school health scrutinized, and plans made and carried out to refine the program. In Part 4, stage two is described, in which the faculty is built into a problem solving unit, and the curriculum areas are studied and improved. Part 5 discusses stage three, which has to do with redesigning the school. A bibliography is included. (Jm)
Models of moral education : an appraisal by Richard H Hersh( Book )

12 editions published between 1979 and 1996 in English and Chinese and held by 534 WorldCat member libraries worldwide

This book examines six models of moral education: rationale building, consideration, values clarification, value analysis, cognitive moral development, and social action. The public is demanding that schools become increasingly involved in moral education. More than two thirds of the respondents to 1975 and 1976 Gallup polls on education stated that schools should take on a share of the responsibility for the moral development of their students. Because of the complexity of moral education, no one educational model is sufficient. However, the collective strengths of various models can provide the foundation for a comprehensive program in moral education. The six models described were chosen because each has been used extensively in the public schools and because they are mutually complementary. The rationale building model is primarily concerned with the realm of judging. The consideration model stresses the importance of caring as distinct from judging. Values clarification sees moral education more in terms of promoting self-awareness and self-caring than in solving moral problems. Value analysis helps students learn a highly systematic, step-by-step process for making moral decisions. The overall aim of the cognitive moral development approach is to help students think through moral controversy in increasingly clear and comprehensive ways. The social action model, which has been called the Ralph Nader version of moral education, makes citizen action for change the main focus of the curriculum. (Author/RM)
No g.o.d.s in the classroom by John T Mallan( Book )

9 editions published in 1972 in English and held by 448 WorldCat member libraries worldwide

Organizational efficacy as a research focus for school improvement by Richard H Hersh( Book )

5 editions published between 1985 and 1987 in English and held by 53 WorldCat member libraries worldwide

A number of researchers, as well as practicing teachers and administrators, have reached similar conclusions about what makes a school effective: (1) the behavior of teachers, administrators, and students; (2) the quality, as well as the quantity of effort, materials, and time; and (3) the curriculum--both what is taught and how it is taught. The social organization of an effective school promotes school-wide conditions for teaching and learning: clear academic and behavioral goals, discipline, high expectations, teacher efficacy, caring, rewards, leadership, and community support. Instruction and curricular conditions involve time on task, homework, student evaluation, variety of teaching strategies, and student responsibility. The cumulative, or synergistic, effects of these characteristics may be very significant; a critical mass of these conditions is labelled organizational efficacy. Further research is needed in order to identify the contributions of each of these factors or combinations of them in successful schools. (Gdc)
No g.o.d.s in the classroom : inquiry and secondary social studies by John T Mallan( Book )

5 editions published in 1972 in English and held by 14 WorldCat member libraries worldwide

Dao de fa zhan yu jiao xue by Hao xu( Book )

3 editions published between 1988 and 1989 in Chinese and English and held by 13 WorldCat member libraries worldwide

The Management of education professionals in instructionally effective schools : toward a research agenda by Richard H Hersh( Book )

3 editions published in 1981 in English and held by 11 WorldCat member libraries worldwide

The focus of this two-part paper is the formulation of a research paradigm and agenda to guide investigations into the relationships between human resource management and basic skills achievement in reading and mathematics. The first part concerns the relationship between student achievement and attributes of school and classroom contexts. Conceptualizations of basic skills achievement are discussed and the authors briefly review what research has found about the constituents of effective practices in schools and classrooms. In the second part, discussion centers on managerial options for improving the effectiveness of education professionals. This section reviews the current knowledge base and discusses areas in which new knowledge is needed. The human resource management factors considered include personnel allocation, inservice education, control over work decisions, personnel evaluation, incentives and rewards, and professional associations and agencies. (Author/JM)
Conditions for promoting effective staff development by Richard Arends( Book )

3 editions published in 1980 in English and held by 8 WorldCat member libraries worldwide

The complexities of designing and operating inservice education programs are examined. This publication is organized into four major areas. Chapter one defines the interrelated series of current staff development activities as observed by the authors. Chapter two contains findings that have influenced thinking about the problems discussed in the first chapter and strategies for resolving them. Chapter three presents a relational series of conditions or guidelines for staff development providers. Chapter four anticipates issues that demand consideration, research that remains to be done, and practices that should be furthered. (Jd)
Moral development in the classroom by Richard H Hersh( Book )

2 editions published in 1977 in English and held by 8 WorldCat member libraries worldwide

Inservice education and the 6 o'clock news by Richard Arends( Book )

1 edition published in 1978 in English and held by 6 WorldCat member libraries worldwide

The moral education project, (year 4) annual report 1975-76 by Clive Beck( Book )

4 editions published in 1978 in English and held by 6 WorldCat member libraries worldwide

The booklet discusses results of a values education survey of teachers and administrators and examines issues, curriculum, and teaching techniques in values education. The report is intended for use by pre- and inservice teachers and teacher educators as they develop awareness of values and devise strategies to transmit this awareness to students. Members of the Moral Education Project administered an opinion survey to approximately 12,000 Ontario educators in March 1976. The four major areas of inquiry were concerned with definition of values education, teaching techniques, resources and materials, and resources already experimented with. Most educators agreed that two major goals for values education were to encourage respect for other people and to help individuals develop social responsibility. Respondents indicated the need for classroom skills and additional knowledge of how childrens' thinking develops. Resources most often used in values education programs included kits on moral education and values, religious materials, literature, and films. The appendix, which comprises the bulk of the document, presents a description and results of the survey, background information on values education, an overview of six major conceptions of moral and values education, teaching techniques, and lesson plans. (Author/DB)
Discovering teacher centers : the Northwest passage by Glen D Fielding( Book )

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

An in-depth study of teacher centers in Alaska, Montana, Oregon, Idaho, and Washington was conducted. The purpose of the study was to document similarities and differences in approaches, development, successes, and failures and to share collective experiences. This book is divided into three sections. The first section presents descriptive material on each of the eight centers studied. These descriptions provide an overview of the geographical features of the area, the community, the rationale for establishing a teacher center, planning and development procedures, funding, organization, governance, and activities. The second section examines the basic themes that appear to characterize the growth of the centers. These themes are classified into the categories of philosophical, institutional, and programmatic. The third section, "Issues: A Commentary," presents several essays by teacher center staff on common questions and concerns. Comments are given on the issues of needs assessment, evaluation, policy board inservice, and the role of state departments of education. (JD)
No G.O.D.s in the classroom. Inquiry ans secondary social studies by John T Mallan( Book )

3 editions published in 1972 in English and held by 5 WorldCat member libraries worldwide

Hooked : a novel by Richard H Hersh( Book )

1 edition published in 2003 in English and held by 5 WorldCat member libraries worldwide

No GODs in the classroom by John T Mallan( Book )

1 edition published in 1972 in English and held by 4 WorldCat member libraries worldwide

No GODs in the classroom by John T Mallan( Book )

1 edition published in 1972 in English and held by 4 WorldCat member libraries worldwide

An analytical approach to the professional education of teachers by Richard H Hersh( )

3 editions published between 1969 and 1972 in English and held by 4 WorldCat member libraries worldwide

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Declining by degrees : higher education at risk
Declining by degrees : higher education at risk
Alternative Names
Hersh, R.

Hersh, Richard

Hersh, Richard 1942-

Hersh, Richard H.

허시, 리처드 H. 1942-

ハーシュ, R. H

English (122)

Spanish (14)

Chinese (5)