Skip to Content

Jackson Library

 

Multidisciplinary Faculty Seminar Series: Additional Reading

 

Tuesday, September 13
"The Reform of Public Education:
Organizing and Creating Highly Productive Schools"
Anthony S. Bryk
Spencer Professor of Education, School of Education and of Organizational Behavior, Graduate School of Business; Professor of Sociology (by Courtesy), School of Humanities and Sciences

We stand at a historic moment in public education. Virtually every facet of this enterprise, from what we teach to who teaches to what institutions are allowed to operate schools and for that matter whether we even have schools at all is now open to debate. This extraordinary moment of reform accompanies an unprecedented new goal for schools: to educate all children well for a post-industrial economy embedded within a highly diverse and complex democratic society. It is inconceivable that we could accomplish this goal without also more effectively harnessing the research and development capacities of our best universities around this pressing social problem. Professor Bryk will discuss plans to focus the extraordinary resources of Stanford University on a sustained program of school improvement.

Selected Articles

Additional reading material has been selected by Jackson Library Staff. Due to contractual arrangements, access to some articles may be restricted to the Stanford community, and subscribers of the "Library Databases" offered through the GSB Alumni's Lifelong Learning Program. Inclusion below does not imply University endorsement of the ideas expressed.

Trust within schools paves way to reforms, education expert says. Stanford Report, November 12, 2004.
Educators who want to improve academic achievement often focus on exciting new strategies for teaching reading and math. But without a basic atmosphere of trust-among teachers, principals, parents and students-such reforms have little chance of success, a Stanford education expert said Nov. 5.
View article

Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences. Educational Administration Quarterly, December 1999.
Professional community is receiving markedly increased attention as part of both practitioner and scholarly efforts to promote improvements in instruction and student learning. Interest in this area joins two previously distinct literatures, one dealing with the benefits of communal school organization and another with enhanced teacher professionalism, to formulate a theoretical framework for a school-based professional community. Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty.
View article

Selected Books

Trust in Schools: A Core Resource for Improvement
Anthony S. Bryk and Barbara Schneider. New York : Russell Sage Foundation, c2002.
LB2862 .B79 2002

School Reform: Business, Education and Government as Partners
edited by Theresa Brothers. New York, NY : Conference Board, c1992.
LC71.2 .S366 1992

Selected Websites

Consortium on Chicago School Research

Stanford Educational Leadership Institute