WorldCat Identities

Keefe, James W.

Overview
Works: 55 works in 121 publications in 2 languages and 6,208 library holdings
Genres: Examinations  Abstracts 
Roles: Author, Editor, Other, Performer
Classifications: LB2805, 153.4207
Publication Timeline
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Most widely held works about James W Keefe
 
Most widely held works by James W Keefe
Teaching for thinking by James W Keefe( Book )

5 editions published in 1992 in English and held by 764 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)
Leadership in middle level education( Book )

in English and held by 614 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 517 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)
A Leader's guide to school restructuring : a special report of the NASSP Commission on Restructuring by James W Keefe( Book )

5 editions published in 1992 in English and held by 497 WorldCat member libraries worldwide

Instructional leadership handbook by James W Keefe( Book )

8 editions published between 1984 and 1991 in English and held by 493 WorldCat member libraries worldwide

Instructional leadership is the principal's role in providing direction, resources, and support to teachers and students for the improvement of teaching and learning in the school. This handbook reviews factors affecting that role in four broad domains: keeping informed about trends, planning for instructional improvement, implementing instructional improvements, and evaluating program success. The first section surveys the range of information with which principals must be familiar in order to provide knowledgeable guidance, including trends in instruction in specific content areas, trends in organization and staffing, and trends in media and methods. The second section discusses the application of planning techniques to instructional development, touching on needs assessment, goal-setting, standards and competency measurement, and obtaining support. Program implementation is covered in the third section, which explores program organization and the supervision of classroom management, the diagnostic process, student placement, and instructional practices. The final section treats the elements of the evaluation process, including assessment and reporting of progress, evaluation of teacher performance, obtaining and using community feedback, and modifying the program. (Pgd)
Learning style : theory and practice by James W Keefe( Book )

5 editions published between 1987 and 1990 in English and held by 483 WorldCat member libraries worldwide

This monograph builds upon rapid developments in the field of learning styles during the past few years, providing useful information about the theory, research, instrumentation, and practice of learning style. The first section presents an overview of learning style and addresses the school learning process, learning style concept, cognitive styles, affective styles, and physiological styles. Assessing student learning style is the topic of the second section, which addresses cognitive, affective, and physiological style elements, and comprehensive instruments for assessing these styles. Section 3 covers the connection between brain hemisphere and learning style, including discussion regarding hemispheric differences, sequential and simultaneous processing, hemispheric mythology, and whole brain education. Section 4 discusses applications of learning style through consideration of views of style, personalized education, significance of the style concept, schoolwide implementation, and classroom applications. References are included. (Cb)
Profiling and utilizing learning style by James W Keefe( Book )

5 editions published between 1988 and 1989 in English and held by 465 WorldCat member libraries worldwide

The purpose of the National Association of Secondary School Principals (nassp) Learning Style Profile is to provide educators with a well-validated and easy-to-use instrument for diagnosing the cognitive styles, perceptual response tendencies, and study/instructional preferences of middle level and senior high school students. The Learning Style Profile offers school practitioners a way to personalize the instructional process, to identify the dominant stylistic characteristics of students, and to plan instruction accordingly. The articles in this monograph offer a short course in the development, theoretical base, and utilization of the nassp Learning Style Profile. The conceptual and practical issues of the Learning Style Profile are also explored. Chapters include: (1)"Development of the nassp Learning Style Profile" (James W. Keefe); (2) "The nassp Learning Style Profile and Cognitive Processing" (Charles A. Letteri); (3) "Using the nassp Learning Profile" (Barbara Ferrell); and (4) "a Learning Style Approach to Effective Instruction" (John M. Jenkins). (Jd)
Personalized instruction : changing classroom practice by James W Keefe( Book )

6 editions published in 2000 in English and German and held by 452 WorldCat member libraries worldwide

The CASE-IMS school improvement process by Eugene R Howard( Book )

4 editions published in 1991 in English and held by 446 WorldCat member libraries worldwide

Responding to the need for a validated school improvement process, the National Association of Secondary School Principals sponsored the development of the Comprehensive Assessment of School Environments (case) Information Management System (ims). The case-ims computer software profiles 34 district and school variables, including climate, satisfaction, and 6 student outcomes. Data can be compared with validated national standards and cross-group analyses comprised of student, teacher, and parent perceptions of climate and satisfaction. Variables are keyed to an extensive bank of school improvement interventions that can assist local school planning and decision-making. This monograph describes the system's major components and provides specific recommendations for managing the change process. Chapter 1 briefly describes the development of the case-ims model, highlighting its conceptualization, instrumentation, piloting, and computerization phases. Chapter 2 details the school improvement process and outlines program management steps, including forming the school improvement management team, raising awareness, collecting baseline data, performing the assessment, interpreting the data, setting priorities and planning, organizing and coordinating task forces, and evaluating the improvement process. Chapter 3 describes how four pilot schools in Washington, Massachusetts, and Virginia demonstrated the feasibility of using case instruments and processes for managing change. Two appendices furnish ordering information and list characteristics of successful school improvement task forces. (Mlh)
Improving the curriculum : the principal's challenge : a report of the NASSP Curriculum Council by Daniel Tanner( Book )

6 editions published in 1988 in English and held by 423 WorldCat member libraries worldwide

This second report of the National Council is an outgrowth of a conference conducted as an inservice program for members of the Council's parent organization, the National Association of Secondary School Principals. The report contains four papers which examine problems, issues, and perspectives about the improvement of American secondary education and which constitute extensions of the original conference presentations on which they are based. Titles and authors are as follows: "Toward a Contextually Grounded Curriculum" (Fenwick W. English); "Practical Strategies for Improving the Curriculum" (Allan A. Glatthorn; "Supervisory Leadership for Curriculum Renewal" (Daniel Tanner); and "Productive Time and Subject Matter Learning" (Herbert J. Walberg). (Si)
Instruction and the learning environment by James W Keefe( Book )

5 editions published between 1997 and 2013 in English and Undetermined and held by 198 WorldCat member libraries worldwide

For leaders of elementary, middle, or high schools, this book shows how your school can excel in reaching students with diverse learning styles; providing ""authentic"" instruction and performance assessment; applying constructivist learning methodologies; and enhancing learning through alternative scheduling
The Middle level principalship : report of National study of schools in the middle( Book )

in English and held by 147 WorldCat member libraries worldwide

Personalized instruction by James W Keefe( Book )

1 edition published in 2005 in English and held by 146 WorldCat member libraries worldwide

Personalized instruction : the key to student achievement by James W Keefe( Book )

4 editions published in 2008 in English and held by 145 WorldCat member libraries worldwide

Leadership in middle level education : volume II : Leadership in successfully restructuring middle level schools by James W Keefe( Book )

3 editions published in 1994 in English and held by 119 WorldCat member libraries worldwide

This book presents findings of the second phase of a study conducted by the National Association of Secondary School Principals (nassp). Specifically, the study sought to identify the educational programs and leadership practices that were used in successfully restructuring middle schools. Of 46 principals at middle schools that met the NASSP's nominating criteria, 39 completed a survey about their schools' leadership and programs. The principals, all teachers, and 20 percent of the student body completed surveys at 25 of the 39 schools. Eight of the 25 schools were selected for site visits. Following the introduction, the first chapter details the leadership and program characteristics of successfully restructuring schools, and chapter 2 provides brief profiles of each of the eight selected schools. Chapters 3-6 present qualitative information about the visions of middle level education, educational assumptions, student outcomes, and the restructuring process. Some of the findings include: (1) schools are slow to change, particularly if the changes affect many parts of the system; (2) restructuring initiatives must be tailored to the individual school; (3) school administrators and staff generally lack the experience and expertise to manage systemic change efforts that include a school-design statement and a comprehensive change plan; (4) middle-level schools in the United States are committed to systemic, student-centered restructuring; (5) leadership is crucial for success; and (6) coordination among various levels of the system is necessary. One table and 14 figures are included. Appendices contain samples of the nomination materials, previsit data-collection instruments, selected survey data, site-visit materials, and site-visit data-collection instruments. (Lmi)
Competency tests and graduation requirements by National Association of Secondary School Principals (U.S.)( Book )

3 editions published in 1979 in English and held by 57 WorldCat member libraries worldwide

The use of a variety of specific competency tests that measure skill achievement required for high school graduation are reviewed in this monograph. The successful performance of certain competencies ordinarily is viewed as an important adjunct of course work. They are not seen by most schools as a replacement for course work, but rather as one significant step toward giving the diploma. The monograph addresses the dual question of assisting students while at the same time insisting that the diploma regain meaning. It provides a background to the competency test movement, and reports on the initiatives taken nationwide to use applied performance tests as a requirement for graduation. Items are presented for several competency tests in current use in the areas of mathematics, reading, writing, democratic process, art, music, and money management. Appendices contain lists of states and schools using competency tests and legislation and State Board rulings concerning competency tests. (Rc)
Learning style profile handbook by John M Jenkins( Book )

in English and held by 29 WorldCat member libraries worldwide

The Effective middle level principal( Book )

1 edition published in 1983 in English and held by 28 WorldCat member libraries worldwide

Redesigning schools for the new century : a systems approach by James W Keefe( Book )

1 edition published in 1997 in English and held by 21 WorldCat member libraries worldwide

Curriculum issues and the new century( Book )

1 edition published in 1995 in English and held by 20 WorldCat member libraries worldwide

 
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Personalized instruction : changing classroom practice
Alternative Names
Keefe, James W.

كييف، جيمس

Languages
English (73)

German (1)

Covers
Instruction and the learning environmentPersonalized instruction : the key to student achievement