Danielson, C.  (2002).  Enhancing student achievement: A framework for school improvement. Association for Supervision & Curriculum Development.

DuFour, R., & Eaker, R.E.  (1998).  Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement.  Association for Supervision & Curriculum Development.

From the publisher
This research-based resource guides you through recommendations drawn from the best practices found today in schools nationwide for continuously improving school performance. Coming from the perspectives of both a distinguished Dean of Education and one of America’s most widely acclaimed practitioners, Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement provides specific, practical, “how to” information about transforming schools into results-oriented professional learning communities.

Morgan, C., & Morris, G.  (1998).  Good teaching and learning: Pupils and teachers speak.  Open University Press.

From the publisher
This book reports a five year research project which aimed to capture the voices of secondary school pupils and teachers on how they defined key aspects of quality in learning and teaching. Based on individual interviews with 207 pupils and 133 teachers in ten British comprehensive schools with socially and geographically different catchment areas, the book describes and compares student and teacher perspectives. The content of this book will be of interest and importance to all teachers in secondary comprehensive schools, educational policymakers, teacher trainers and trainee teachers, for it provides the kind of information which can assist schools, teachers, and pupils in doing better. It makes a significant contribution to knowledge of what the key participants in teaching and learning think. The research findings reported in this book raise important issues for policymakers with regard to training and the development support provided for teachers.

From the publisher
This practical sourcebook presents more than 70 interventions that have been empirically demonstrated to improve the classroom learning environment, bolster academic achievement, and enhance student behavior and social competence. Each intervention is delineated in a brief, standardized format that describes its purpose, lists needed materials, and provides step-by-step implementation procedures. Geared toward optimal utility and accessibility, all of the interventions can easily be delivered by regular classroom teachers and make use of existing or readily available resources. The book includes guidelines for designing, implementing, and evaluating school-based interventions, as well as case examples illustrating how several interventions can be combined to create a comprehensive program for individual students or entire classes.

From the publisher
Making the Grade represents the beginning of an overdue public dialogue: How can today’s schools- and schools of the future- respond to sweeping societal changes if they remain mired in an obsolete system? What should all students know in the twenty-first century, and who should decide?  What do good schools- where all children learn- look like, and how do they involve parents and motivate students and teachers to do their best?  In this thorough and informative book, Wagner considers whether schools should teach values and what roles tests should play in the system.  His surprising answers to the questions lay the groundwork for a strategy to reinvent the public school.  The prototype he introduces, the “New Village School,” is organized around “the 4 C’s”: competency-based curriculum, core values, collaboration, and community.  Wagner outlines ways that communities, government, teachers, parents, and students can begin a dialogue about how to enact meaningful school changes ­ reinventions that call for community involvement in setting educational standards and ensuring that all students are successful as citizens and productive workers.