000			02064nam a2200217Ia 4500
003			NULRC
005			20250520102743.0
008			250520s9999 xx 000 0 und d
020			_a871201569
040			_cNULRC
050			_aLB 2806.15 .C4 1990
245		0	_aChanging school culture through staff development / _cedited by Bruce R. Joyce
260			_aAlexandria, Virginia : _bASCD, _cc1990
300			_axviii, 256 pages ; _c23 cm.
504			_aIncludes bibliographical references.
505			_aI. Staff development, innovation, and institutional development --II. The self-educating teacher : empowering teachers through research --III. Integrating staff development and school improvement : a study of teacher personality and school climate --IV. The principal's role in teacher development --V. Staff development and the restructured school --VI. The legacy of the teacher center --VII. Connecting the university to the school --VIII. Recent developments in England and Wales --IX. Perspectives from down under --X. The Pittsburgh experience : achieving commitment to comprehensive staff development --XI. The Los Angeles experience : individually oriented staff development --XII. The Lincoln experience : development of an ecosystem.
520			_aAs a young psychologist, I left my position at the Children's Hospital, and subsequently at Juvenile Hall, feeling that most of my work was "too little, too late"; I was trying to solve problems that could have been prevented. So I became a school psychologist to work at the preventive rather than the remedial end of students' academic, social, and emotional growth. Certainly many of their problems were home-based, but educators had little control of that environment. At school, we had considerable control over five or six hours, about a third of a student's waking day. Surely, there were things we could do that might ameliorate, if not change, any undesirable effects from the other two-thirds of that day.
650			_aEDUCATION
700			_aJoyce, Bruce R. _eeditor
942			_2lcc _cBK
999			_c14547 _d14547