WorldCat Identities

Sirotnik, Kenneth A.

Overview
Works: 62 works in 180 publications in 2 languages and 5,399 library holdings
Genres: History  Case studies  Abstracts 
Roles: Author, Editor, Other, htt
Classifications: LB1779, 174.9372
Publication Timeline
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Most widely held works by Kenneth A Sirotnik
The Moral dimensions of teaching by John I Goodlad( Book )

9 editions published between 1990 and 1991 in English and held by 1,297 WorldCat member libraries worldwide

Explores the critical moral questions that must be asked and answered before meaningful education reform can take place
Places where teachers are taught( Book )

5 editions published in 1990 in English and held by 914 WorldCat member libraries worldwide

Holding accountability accountable : what ought to matter in public education( Book )

6 editions published in 2004 in English and held by 796 WorldCat member libraries worldwide

Kenneth Sirotnik asserts that however well-intentioned, past and current accountability practices in public education are "miseducative, misdirected, and misanthropic." In this provocative book, well-respected educators join Sirotnik to provide critical analyses and sophisticated perspectives on prevailing high-stakes accountability practices. They offer both conceptual and practical foundations for rethinking what it means to act responsibly when it comes to calling our schools, school systems, educators, and students into account
School-university partnerships in action : concepts, cases, and concerns( Book )

9 editions published in 1988 in English and held by 540 WorldCat member libraries worldwide

Educational statistics; use and interpretation by W. James Popham( Book )

11 editions published between 1967 and 1973 in English and Undetermined and held by 359 WorldCat member libraries worldwide

Critical perspectives on the organization and improvement of schooling by Kenneth A Sirotnik( Book )

11 editions published in 1986 in English and held by 325 WorldCat member libraries worldwide

Major "paradigm shifts"--Replacing one "world view" with anotherƯ regarding what constitutes appropriate knowledge do not happen overƯ night. Centuries usually intervene in the process. Even minor shiftsƯ admitting alternative world views into the domain of legitimate knowledgeƯ producing theory and practice-require decades of controversy, especially, it seems to us, in the field of education. It has only been in the last 20 years or so that the educational research community has begun to accept the "scientific" credibility of the qualitative approaches to inquiry such as participant observation, case study, ethnograƯ phy, and the like. In fact, these methods, with their long and distinguished philosophical traditions in phenomenology, have really only come into their own within the last decade. The critical perspective on generating and evaluating knowledge and practice-what this book is mostly about-is in many ways a radical deparƯ ture from both the more traditional quantitative and qualitative perspecƯ tives. The traditional approaches, in fact, are far more similar to one another than they are to the critical perspective. This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry. Ideology and human interests, however, are the "bread and butter" of a critical approach to inquiry
Evaluation and social justice : issues in public education( Book )

8 editions published in 1990 in English and held by 247 WorldCat member libraries worldwide

The beat of a different drummer : essays on educational renewal in honor of John I. Goodlad by Kenneth A Sirotnik( Book )

8 editions published in 1999 in English and German and held by 222 WorldCat member libraries worldwide

"The Beat of a Different Drummer: Essays on Educational Renewal in Honor of John I. Goodlad is a collection of essays by friends, colleagues, and scholars who have been profoundly influenced by Goodlad's seminal thinking and half century of research and scholarship on educational change and school improvement. With diversity in styles and topics, these writers contribute to this festschrift by focusing on one or more key ideas in Goodlad's work, while extending and complementing them in the context of their own research and scholarship. Although the primary purpose of this volume is to celebrate the work of one of America's preeminent educators, readers will find a series of provocative essays that will help to keep alive the essential conversation about the problems of, and hopes for, educational renewal in our democratic society."--Jacket
Understanding statistics in education by W. James Popham( Book )

4 editions published between 1991 and 1992 in English and held by 113 WorldCat member libraries worldwide

Methodology : systemic evaluation by Kenneth A Sirotnik( Book )

4 editions published in 1983 in English and held by 63 WorldCat member libraries worldwide

An immodest proposal : from critical theory to critical practice for school renewal by Jeannie Oakes( Book )

4 editions published in 1983 in English and held by 62 WorldCat member libraries worldwide

Dissatisfaction with schools results directly from the failure to explain, understand, and change educational practice within a critical theoretical perspective. School renewal and the potential for change must be based on critical inquiry--a technique which utilizes qualitative and quantitative empirical procedures as catalysts for formative, critical reflection. This methodological approach integrates three general orientations of systematic inquiry: the scientific method, naturalistic methodologies, and dialectical reason. "Doing" critical inquiry can be likened to wearing three hats at the same time: (1) a top hat representing critical inquiry, explaining and understanding only within a normative perspective that maintains a continued dialectic between schooling practices and human interests, (2) a middle hat representing hermeneutical/interpretive inquiry dedicated to understanding the conditions of schooling in the terms of historical and current school events and people's experiences of those events, and (3) a bottom hat representing empirical analytic inquiry and a dedication to the usefulness of descriptive (survey-type), experimental, and/or quasi-experimental methodologies to yield potentially valuable information. The content of critical inquiry cannot be determined by collaborators but must emerge from their interactions with those in the setting and consist of the reality of the setting itself. Two interconnected processes--exploration and action--constitute the activities of those involved in the change effort. (Rm)
Using vs. being used by school information systems by Kenneth A Sirotnik( Book )

5 editions published in 1984 in English and held by 60 WorldCat member libraries worldwide

This is one of a series of reports based on an ongoing reality test of systemic evaluation for instructional decision making. This feasibility study is being carried out by the Center for the Study of Evaluation with the Laboratory in School and Community Relations at a suburban Los Angeles high school (called Site a). Viewing a school as a cultural/ecological system, systemic evaluation is a set of principles to guide local development of processes to gather, organize, and utilize information relevant to the needs and values of the system and its members. This paper discusses the potential abuses of comprehensive, school-oriented information systems. There are at least three issues that must be addressed if the systems are to be used by and for people instead of against them: (1) intimately involving people in developing the purposes, contents and uses of the systems; (2) developing timely, relevant, and straightforward techniques for bringing information to bear upon practice; and, (3) creating a climate of mutual trust and responsibility for generating and using information. (Bs)
Making sense out of comprehensive school-based information systems : exploring analyses and reporting methods for school staff by Kenneth A Sirotnik( Book )

6 editions published between 1984 and 1985 in English and held by 60 WorldCat member libraries worldwide

This is one of a series of reports based on an ongoing reality test of systemic evaluation for instructional decision making. This feasibility study is being carried out by the Center for the Study of Evaluation with the Laboratory in School and Community Relations at a suburban Los Angeles high school (called Site a). Viewing a school as a cultural/ecological system, systemic evaluation is a set of principles to guide local development of processes to gather, organize and utilize information relevant to the needs and values of the system and its members. This paper details the development and testing of report formats using Site a Student Survey data and other student data in the existing district information system. The process involved collaboration with both school and district staff. Three preliminary report forms were developed: (1) Student-At-A-Glance; (2) Class-At-A-Glance; and (3) School-At-A-Glance. Several issues emerged during this project: (1) clinical versus social uses of information; (2) teachers as researchers and data analysts; (3) the power of numbers; (4) the quest for simplicity in complexity; and (5) the educative function in collaboration. Appendices include the Student Survey and results, workshop guidelines, district information system description, and annotated report formats. (Bs)
Social vs. clinical perspectives on the use of information : implications for school-based information systems by Kenneth A Sirotnik( Book )

7 editions published between 1985 and 1987 in English and held by 59 WorldCat member libraries worldwide

This paper presents a study of the contrast of social and clinical perspectives on the selection and use of information by school staff, including: (1) an outline of the context and activities of the study; (2) a definition and discussion of the basic distinction between social and clinical perspectives; (3) an examination of case material accumulated from the study; and (4) a discussion of implications for school-based information systems. The study was conducted in a three-year secondary school of approximately 2,000 students, just outside of the greater Los Angeles area. A selected group of five to ten teachers, two administrators, and a counselor helped to develop the means whereby the district's extant information system could be modified or augmented to better meet the needs of staff at the building level. Three reporting mechanisms were designed for organizing student information: Student-At-A-Glance, Class-At-A-Glance, and School-At-A-Glance. The last phase of the study revolved around the actual use of reports by school staff. The ongoing assumption derived from the study is that multilevel analysis and interpretation of school-based information has an immense potential for facilitating individual-diagnostic, class-instructional, and school-organizational planning decisions and evaluations. (LMO)
The use of survey data in comprehensive information systems for local school improvement : purposes, practices, and problems by Leigh Burstein( Book )

5 editions published in 1984 in English and held by 56 WorldCat member libraries worldwide

This is one of a series of reports based on an ongoing reality test of systemic evaluation for instructional decision making. This feasibility study is being carried out by the Center for the Study of Evaluation with the Laboratory in School and Community Relations at a suburban Los Angeles high school (called Site a). Viewing a school as a cultural/ecological system, systemic evaluation is a set of principles to guide local development of processes to gather, organize, and utilize information relevant to the needs and values of the system and its members. This paper describes the development and administration of the Site a Student Survey. It examines issues related to the development of school surveys and the integration of survey data into the information system. Survey data is being collected to obtain information about the characteristics, motivations, interests, and activities of school constituents to establish the social context and to assist in the diagnostic activities of school personnel. Future development of teacher, and possibly parent, surveys is planned as well as continued student data collection. Attachments include the Student High School Survey and student responses. (Bs)
Renewing schools & teacher education : an odyssey in educational change by Kenneth A Sirotnik( Book )

2 editions published in 2001 in English and held by 55 WorldCat member libraries worldwide

This book describes long-term educational change efforts by the National Network for Educational Renewal (nner), the Institute for Educational Inquiry, and the Center for Educational Renewal at the University of Washington. It explains foundations driving this work and evaluates the impact on education, using a wide range of testimony and other evidence collected over the years. Eight chapters present: (1) "Once Upon a Time" (1970-85 and 1985-00); (2) "History and Complexity of a Major Change Initiative: Agenda for Education in a Democracy" (1985-90, 1990-95, and 1995-00); (3) "Telling the Story: Reflections On Method"; (4) "Changing the Conversation" (E.G., beyond the nner settings); (5) "Building Better Programs I: Renewing Teacher Education and Partner Schools" (E.G., 19 postulates); (6) "Building Better Programs ii: Nurture and Support" (E.G., leadership); (7) "Change Happens" (E.G., organizing and supporting school-university partnerships for renewal); and (8) "Reflecting On the Past and Looking to the Future" (what has been accomplished and learned). Nine appendixes include major initiatives and funding sources; 19 postulates; resources and publications; research methodology; outline of leadership program; nner site-based self-assessment forms; expectations of partner schools; indicators of essential qualities of a center of pedagogy; and acronyms and abbreviations. (Chapters include references.) (Sm)
An analysis of variance framework for matrix sampling by Kenneth A Sirotnik( Book )

5 editions published in 1969 in English and held by 31 WorldCat member libraries worldwide

Significant cost savings can be achieved with the use of matrix sampling in estimating population parameters from psychometric data. The statistical design is intuitively simple, using the framework of the two-way classification analysis of variance technique. For example, the mean and variance are derived from the performance of a certain grade level of students on arithmetic fundamentals. From the matrix of students and proposed test problems in the cell determined by the test and grade level variables, random sampling from both categories will provide efficient estimates of the mean and variance. Formulations for finite and infinite populations are derived. This document reduces the theoretical complexities to readable form; it includes a short literature review, a description of the technique using examples, an extension of the technique to multiple matrix sampling, and a discussion of the negative variance estimate problem using multiple matrix sampling. (Ln)
Item sampling in educational research by T. R Husek( Book )

3 editions published in 1967 in English and held by 17 WorldCat member libraries worldwide

A description is given of item sampling, or "psychometric-statistical inference," an approach to gathering and using educational data that allows statistical inferences to be made simultaneously with psychometric inferences. This is a procedure in which both people and items are sampled and the data from a sample of people taking a sample of items is used to draw inferences about the performance of a population of subjects taking a population of items. Five general cases for educational research are presented to include most possible uses of item sampling--(1) statistical or psychometric inference (simple item or people sampling), (2) simple statistical-psychometric inference (simple item and people sampling), (3) statistical-psychometric inference with two subject samples and one item sample (simple hypothesis testing), (4) statistical-psychometric inference with multiple item sampling and multiple subject sampling, and (5) statistical-psychometric inferences with multiple item sampling and multiple subject sampling in the case of two subject populations (hypothesis testing). These five cases begin with the most simple situations and become more complex, and the first three use item sampling only superficially. The authors note that item sampling provides a technique for obtaining evaluative data on class or group performance, not individual performance, and can be especially effective with change or growth studies. (Jh)
Critical perspectives on the organization of schooling( Book )

1 edition published in 1986 in English and held by 7 WorldCat member libraries worldwide

The school as the center of change by Kenneth A Sirotnik( Book )

2 editions published in 1987 in English and held by 6 WorldCat member libraries worldwide

Although most attempts to effect school reform have been initiated from the top down, an alternative paradigm of educational reform has emerged: the idea that educators in schools must become empowered agents in their own school improvement processes. This paper explores this new paradigm, arguing that schools are both the objects and arenas of educational improvement. The argument is divided into three "strands": the epistemological strand, which examines past and present epistemological claims for how knowledge is both generated and acted upon; the organizational strand, suggesting that to understand the dynamics of school-based change, one must understand the structure and function of schools as organizations; and the experiential strand, which reviews the history of attempts to make fundamental changes in schools. These discussions lead to the conclusion that schools, to become centers of change, must become centers of critical and self-reflective inquiry into educational processes. Extensive notes are included. (Te)
 
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The Moral dimensions of teaching
Covers
Places where teachers are taughtHolding accountability accountable : what ought to matter in public educationCritical perspectives on the organization and improvement of schoolingThe beat of a different drummer : essays on educational renewal in honor of John I. GoodladUnderstanding statistics in education
Alternative Names
Sirotnik, Ken.

Sirotnik, Ken 1942-

シロトニック, K. A

Languages
English (112)

German (2)