WorldCat Identities

Redding, Sam

Works: 70 works in 113 publications in 3 languages and 1,777 library holdings
Genres: Handbooks and manuals  Abstracts 
Roles: Editor, Author
Publication Timeline
Most widely held works by Sam Redding
Handbook on statewide systems of support by Sam Redding( )

5 editions published between 2007 and 2008 in English and held by 1,107 WorldCat member libraries worldwide

"The No Child Left Behind Act (NCLB) requires states to provide assistance to districts in improving the schools within their purview. The purposes of this Handbook are to survey the research related to statewide systems of support, to present the experience and insights of educational leaders in how such support can best be conducted, and to derive actionable principles for improving schools. It is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff but also by the staff of school districts and schools."--BOOK JACKET
Handbook on innovations in learning by Marilyn Murphy( )

8 editions published between 2013 and 2014 in English and held by 149 WorldCat member libraries worldwide

The "Handbook on Innovations in Learning" focuses on innovations--both methodological and technological--in teaching and learning that promise to surpass standard practice in achieving learning outcomes for students. The experts who have written chapters in this Handbook first identify the underlying principles of learning and then describe novel, balanced approaches, based on these principles, to accelerate learning. The chapters in this Handbook consider best practice from the perspective of topics emerging as priorities in education. Each of the authors presents a concise review of the literature on the topic of the chapter, an explanation of what the topic means in relation to education, and, suggests action principles for states, districts, and schools. The Handbook is structured into four parts. Part 1: Innovation in Learning, presents the following: (1) What Is an Innovation in Learning? (Sam Redding, Janet S. Twyman, and Marilyn Murphy). (2) Stimulating Innovation (or Making Innovation Meaningful Again) (Maureen M. Mirabito and T. V. Joe Layng); (3) Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform (Ronnie Detrich); and (4) The Logic of School Improvement, Turnaround, and Innovation (Sam Redding). Part 2: The Student in Learning Innovation, contains: (1) Innovative Practice in Teaching the English Language Arts: Building Bridges Between Literacy In School and Out (Michael W. Smith); (2) Innovations in Language and Literacy Instruction (Michael L. Kamil); (3) Specialized Innovations for Students with Disabilities (Joseph R. Boyle); and (4) Getting Personal: The Promise of Personalized Learning (Sam Redding). Part 3, Technology in Learning Innovation, contains: (1) Education + Technology + Innovation = Learning? (T. V. Joe Layng and Janet S. Twyman); (2) Games in Learning, Design, and Motivation (Catherine C. Schifter); (3) Advances in Online Learning (Herbert J. Walberg and Janet S. Twyman); and (4) Learning, Schooling, and Data Analytics (Ryan S. J. d. Baker). Part 4, Reports From the Field: Innovation in Practice, includes: (1) Idaho Leads: Applying Learning In and Out of the Classroom to Systems Reform (Lisa Kinnaman); (2) Using Response to Intervention Data to Advance Learning Outcomes (Amanda M. VanDerHeyden); and (3) Innovation in Career and Technical Education Methodology (Mark Williams). A glossary (Robert Sullivan) is included. Individual chapters contain references
The state role in school turnaround : emerging best practices by Lauren Morando Rhim( )

4 editions published in 2014 in English and held by 128 WorldCat member libraries worldwide

This publication explores the role of the state education agency (SEA) in school turnaround efforts. An emphasis is placed on practical application of research and best practices related to the SEA's critical leadership role in driving and supporting successful school turnaround efforts. The publication is organized around the four goals of WestEd's Center on School Turnaround: (1) Create a pro-turnaround statutory and regulatory environment; (2) Administer and manage turnaround efforts effectively; (3) Provide targeted and timely technical assistance to local education agencies and schools; and (4) Advocate and lead to build support for local turnaround efforts. Written by leading researchers and practitioners actively engaged in the work, each chapter includes: (1) A brief literature review; (2) Examples from SEAs and/or concrete examples of proposed SEA practices; and (3) Action principles for the SEA. Following the Foreword (Bryan Hassel); Introduction to the State Role in School Turnaround: Emerging Best Practice (Lauren Morando Rhim and Sam Redding); and the first chapter, Evolution of School Turnaround (Sam Redding and Lauren Morando Rhim), this volume contains four sections composed of chapters by various authors. Section A: Advocate and Lead--(1) Leveraging the Bully Pulpit: Optimizing the Role of the Chief State School Officer to Drive, Support, and Sustain Turnaround (Lauren Morando Rhim and Sam Redding); and (2) Engaging Local School Boards to Catalyze, Support, and Sustain School Turnaround (Lauren Morando Rhim). Section B: Create a Pro-Turnaround Environment--(1) Successful School Turnarounds through Labor-Management Partnerships: The Role for State Education Agencies (Ken Futernick and Adam Urbanski); (2) Building Human Capital Pipelines: Examining the Role of the State Education Agency (Dennis Woodruff and Cyrillene Clark); and (3) The State's Role in Supporting Data Use to Drive School Turnaround (Daniel Player, Michael Kight, and William Robinson). Section C: Administer and Manage State Turnaround--(1) The State of the State: New SEA Structures for a New Approach to Turnaround (Justin Cohen and Alison Segal); (2) State Approaches to Turnaround in ESEA Flexibility Plans (Carole Perlman and Susan Hanes); (3) Leveraging Technology to Accelerate School Turnaround (Janet S. Twyman); and (4) Evaluating the State Turnaround Strategy (Daniel Aladjem). Section D: Provide Technical Assistance to LEAs and Schools--(1) Engaging State Intermediate Agencies to Support School Turnaround (Eileen Reed and Sally Partridge); (2) Navigating the Market: How State Education Agencies Help Districts Develop Productive Relationships with External Providers (Julie Corbet); (3) Turnaround Communities of Practice: Addressing the Urgency (Kelly Stuart, Julie Duffield, and Sylvie Hale with contributions by Anu Advani and Libby Rognier); (4) Fostering Success for English Learners in Turnaround Schools: What State Education Agencies Need to Know and Be Able to Do (Robert Linquant); (5) Building Rural District Capacity for Turnaround (Sam Redding and Herbert J. Walberg); (6) Big Sky Hope: How Montana's SEA Supports Turnaround in American Indian Schools (Denise Juneau, Mandy Smoker Broaddus, and Deborah Halliday); and (7) Building Leadership Capacity in Native American Schools: The Principal Leadership Academy (Pam Sheley). Individual chapters contain references. Authors' biographies are included
Handbook on personalized learning for states, districts, and schools by Center on Innovations in Learning Temple University( )

6 editions published between 2016 and 2017 in English and held by 92 WorldCat member libraries worldwide

Produced by the Center on Innovations in Learning (CIL), one of seven national content centers funded by the U.S. Department of Education, this volume suggests how teachers can enhance personalized learning by cultivating relationships with students and their families to to better understand a child's learning and motivation. Personalized learning also encourages the development of students' metacognitive, social, and emotional competencies, thereby fostering students' self-direction in their own education, one aimed at mastery of knowledge and skills and readiness for career and college. Chapters address topics across the landscape of personalized learning, including co-designing instruction and learning pathways with students; variation in the time, place, and pace of learning, including flipped and blended classrooms; and using technology to manage and analyze the learning process. The Handbook's chapters include Action Principles to guide states, districts, and schools in personalizing learning
Handbook on family and community engagement by Academic Development Institute( Book )

5 editions published between 2011 and 2014 in English and held by 87 WorldCat member libraries worldwide

"This Handbook offers a broad definition of family and community engagement, seen through the lens of scholars and practitioners with a wide-ranging set of perspectives on why and how families, communities, and schools collaborate with one another"--Page x
The community of the school by Sam Redding( Book )

3 editions published in 2001 in English and held by 65 WorldCat member libraries worldwide

Commemorating the first 10 years of publication of the School Community Journal, this book presents a collection of articles from those 10 years and reflects its diverse contents. The articles are: (1) "The Community of the School" (Sam Redding); (2) "How My Immigrant Experience Shaped My Work with Families and Schools" (Dorothy Rich); (3) "The Politics of Virtue: a New Compact for Leadership in Schools" (Thomas J. Sergiovanni); (4) "The Impact of Race on School Change Teams" (Alison A. Carr-Chellman); (5) "In Search of the Elusive Magic Bullet: Parental Involvement and Student Outcomes" (Kim O. Yap and Donald Y. Enoki); (6) "Childhood: Our Children's Voices" (Frances K. Kochan); (7) "Our 'Changing' Town, Our 'Changing' School: Is Common Ground about 'Good' Classroom Practices Possible?" (Jean L. Konzal); (8) "Recommendations for Research on the Effectiveness of School, Family, and Community Partnerships" (Nancy Feyl Chavkin); (9) "Building a Learning Community through Teacher Action Research: Honoring Teacher Wisdom in Three Chicago Public Schools" (Norman Weston); (10) "Proactive Thoughts on Creating Safe Schools" (Constance M. Perry); (11) "Community-Based Education" (Christine J. Villani and Douglas Atkins); (12) "Improving Parent Involvement Programs and Practice: a Qualitative Study of Parent Perceptions" (Amy J.L. Baker); (13) "Improving Parent Involvement Programs and Practice: a Qualitative Study of Teacher Perceptions" (Amy J.L. Baker); (14) "The Peabody Family Involvement Initiative: Preparing Preservice Teachers for Family/School Collaboration" (Laurie Katz and Jerold P. Bauch); (15) "Parents' Educational Beliefs: Implications for Parent Participation in School Reforms" (Lee Shumow); (16) "Parent Involvement: The Key to Improved Student Achievement" (Steven R. Hara and Daniel J. Burke); (17) "Family-School Partnerships in Prekindergarten At-Risk Programs: An Exploratory Study" (Brent A. McBride, Ji-Hi Bae, and Thomas R. Range); (18) "Parent Involvement in American Public Schools: a Historic Perspective 1642-2000" (Diana Hiatt-Michael); (19) "Relationship, The Fourth 'r': The Development of a Classroom Community" (Nancy Meltzoff); (20) "Minimal Parental Involvement" (David J. Dwyer and Jeffrey B. Hecht); (21) "Family Programs for Academic Learning" (Herbert J. Walberg and Trudy Wallace); (22) "Connecting Families and Schools through Mediating Structures" (Vivian R. Johnson); (23) "Creating a Community of Readers" (Paul J. Baker and R. Kay Moss); and (24) "Someone's Most Precious Darling: Building the Home-School Connection in Preservice Teacher Education Programs" (Brenda Power and Constance M. Perry). All but one article contain references. (Kb)
Parents and learning by Sam Redding( Book )

8 editions published between 1998 and 2000 in English and held by 24 WorldCat member libraries worldwide

The Mega system : Deciding. Learning. Connecting. by Sam Redding( Book )

2 editions published in 2006 in English and held by 18 WorldCat member libraries worldwide

Educational practices series( )

in Chinese and English and held by 4 WorldCat member libraries worldwide

Post-secondary school life adjustment patterns of retarded and non-retarded low-functioning students by Sam Redding( )

2 editions published in 1976 in English and held by 4 WorldCat member libraries worldwide

Alliance for Achievement: Building a School Community Focused on Learning by Sam Redding( Book )

3 editions published between 2000 and 2002 in English and held by 3 WorldCat member libraries worldwide

This report describes the Alliance for Achievement project, a guide for constructing a school community that takes into account influences of the home on school performance. The project began in 1989 when 5 Illinois schools developed a plan to focus parental involvement on "the curriculum of the home" and integrate these efforts into a conception of the school as a community that includes teachers, staff, students, and families of students. This report provides a history and the theory base of the project, along with a literature review on community. The report also recaps the Laboratory for Student Success (lss) project of 1996-98. In that project, Alliance for Achievement was both a service provided to schools and a vehicle for ongoing research on social capital, curriculum of the home, school community, and factors that affect school learning. Data for the lss project were collected through the School Community survey administered to 7,600 parents and 1,860 teachers in 53 schools. While this report includes several snapshots from the survey, it provides few concrete findings or conclusions. It does, however, include lessons learned and suggestions for further consideration and implementation of the Alliance for Achievement model. (Contains 10 tables and 32 references.) (Wfa)
Familias y centros escolares by Sam Redding( )

1 edition published in 2002 in Spanish and held by 3 WorldCat member libraries worldwide

Alliance for Achievement: Building the Value-Based Community by Sam Redding( Book )

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

Never has the public school been asked to merely educate its students for their own benefit--a benefit determined by students' families and teachers; instead, the public schools have been expected to pursue loftier, more abstract aims that are remote to those they serve. If educational values should be determined by those responsible for children's education--particularly their parents and teachers--then process must be provided for these people to articulate their values by creating a school community. The school's constituents (administrators, teachers, students, and parents) can form this community by: (1) adopting a core of educational values; (2) transforming these values into goals and acting on them; and (3) establishing associations with one another to enhance goal achievement. The school community can unleash the family's power to boost the academic development of children, provide a safety net of support for children of negligent or disadvantaged parents, and energize teachers in their dedication to explicit aims. This document not only explores the school community meaning and the educational values on which it is premised, it also details the means by which it is created and sustained. The Franklin Elementary School Community's constitution is appended. (27 references) (km)
Framework for an effective statewide system of support including evidence review( Book )

1 edition published in 2009 in English and held by 2 WorldCat member libraries worldwide

Handbook on effective implementation of School Improvement Grants by Academic Development Institute( Book )

2 editions published between 2009 and 2011 in English and held by 2 WorldCat member libraries worldwide

"The purpose of this handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program -- section 1003(g) of Elementary and Secondary ACT (ESEA) -- in order to achieve the program's clear goal -- rapid improvement of persistently low-achieving schools. Especially, this handbook offers succinct and practical explanations of the SIG's required and recommended models and strategies, references to the underlying research, and connections to useful resources" (page i)
Educational practices series. Parents and learning( )

in Chinese and held by 2 WorldCat member libraries worldwide

Educational practices series. Improving student achievement in mathematics( )

in Chinese and held by 2 WorldCat member libraries worldwide

Educational practices series. Preventing HIV/AIDS in schools( )

in Chinese and held by 2 WorldCat member libraries worldwide

Educational practices series. Teaching other languages( )

in Chinese and held by 2 WorldCat member libraries worldwide

Quantifying the Components of School Community. Publication Series No. 8 by Sam Redding( Book )

1 edition published in 1997 in English and held by 2 WorldCat member libraries worldwide

This study began as an attempt to establish a baseline to evaluate a project to build school community. A School Community Survey was administered to parents and teachers in seven demonstration schools (six elementary and one middle school), and the principals of these schools completed a needs assessment. A total of 168 teachers and 945 parents completed the survey. Survey results show that most parents (86%) attend the open house and 76% attend the parent-teacher conferences. The reasons for analyzing data gathered from parents, teachers, and school principals were threefold: to provide each school a data-based way to proceed, information for building a stronger school community and for assessing its progress, to establish a baseline for evaluation of a project of the Laboratory for Student Success, and to begin the compilation of a data base that will eventually yield normative standards that will serve as indicators for schools in such previously subjective areas of school improvement as parental involvement, the curriculum of the home, and the strength and focus of a school community. About one-third of parents report involvement in some school activity, but the level of involvement drops with middle school. Parent responses indicate that about half of the students benefit from a curriculum of the home. Results show many differences in the perceptions of parents and teachers about school issues. The School Community Index as developed is a crude first attempt at measuring aspects of school community, including shared educational values, formation of social capital, and the curriculum of the home. With further research, it can lead to a better understanding of school community and ways to measure it. (Contains eight tables and three references.) (Sld)
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Handbook on statewide systems of support