The Curriculum Management Audit Improving School Quality,9780810839311

The Curriculum Management Audit Improving School Quality

by ; ;
ISBN13: 9780810839311
ISBN10: 0810839318
Format: Hardcover
Pub. Date: 2000-09-20
Publisher(s): R&L Education
List Price: $87.00

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Summary

To find more information about Rowman & Littlefield titles please visit us at www.rowmanlittlefield.com.

Author Biography

Dr. Downey is currently Associate Professor of Educational Administration at San Diego State University Dr. Karen Gallager is Associate Professor of Educational Administration at the University of Cincinnati Ms. Sue Greene is currently the Assistant Superintendent at the University Place School District in Tacoma, Washington Dr. Jay Kemen is a mathematics teacher in the Oakhills School District, Cincinnati, Ohio Dr. Steffy is currently Associate Professor of Educational Administration at the University of Kentucky Dr. Streshly is Associate Professor of Educational Administration at San Diego State University, San Diego, California Dr. Vertiz is the Director of the American Association of School Administrators' National Curriculum Audit Center

Table of Contents

Introduction ix
Overview xi
PART I: HISTORY, CRITICS AND PRACTICAL COMPATIBILITY OF THE CURRICULUM MANAGEMENT AUDIT AND TOTAL QUALITY MANAGEMENT
Standards and Assumptions of the Curriculum Management Audit
3(16)
Fenwick English
Critical Assumptions of the Audit
4(3)
School Systems as Rational Organizations
7(1)
Explication of the Audit Standards
7(8)
What the Curriculum Management Audit Doesn't Advocate
15(1)
References
16(3)
Background and Criticisms of the Curriculum Audit and Total Quality Management
19(14)
Larry E. Frase
Total Quality Management
19(7)
The Curriculum Management Audit
26(4)
Summary
30(1)
References
30(3)
The Quality Fit
33(32)
Carolyn J. Downey
Virginia C. Vertiz
Introduction
33(1)
Downey's Quality Fit Framework
34(3)
Deming's Profound Knowledge
37(1)
Deming's Fourteen Points
38(1)
The Curriculum Audit
39(1)
A Logical Connection and the Overlay of Quality
40(1)
First Prong: Quality Fit Framework
41(4)
Relationships
45(2)
Summary of the First Prong Analysis
47(1)
Second Prong: Deming's Profound Knowledge and Fourteen Points Overlay
48(11)
Summary of the Second Prong
59(1)
Summary and Recommendations
60(2)
Acknowledgements
62(1)
References
62(3)
The History and Context of the Curriculum Audit
65(20)
Betty E. Steffy
Introduction
65(1)
Audits as External-Internal Eyes on School System Management
66(1)
School Accountability and the Audit
67(1)
The Impact of State Equity Trends
68(1)
State Agency Involvement in Curriculum Auditing: The Kentucky Experience
69(6)
National and International Use of the Audit
75(1)
Challenges for Second Generation Audits
75(4)
The Future of the Curriculum Audit
79(1)
References
80(5)
PART II: CURRICULUM MANAGEMENT AUDIT STANDARDS AND PROCEDURES
The Control Standard
85(48)
Carolyn J. Downey
Larry E. Frase
Introduction
85(1)
Standard One Defined
86(1)
Policy Focus: The First Step Toward Control
87(11)
Administrative Structure Focus: Providing for Control (Table of Organization/Job Descriptions/Stability)
98(8)
Planning Focus: A Third Step Toward Control
106(5)
Other Critical Aspects of Standard One
111(8)
Summary
119(1)
References
120(13)
The Curriculum Standard
133(20)
Sue Greene
Introduction
133(1)
Standard Two Criteria
134(7)
Questions Underlying Standard Two Analysis
141(5)
Data Sources for Standard Two Analysis
146(1)
Issues and Variables Related to Standard Two Analysis
147(1)
Typical Findings in Standard Two Analysis
148(2)
Recommendations to Enhance Standard Two Performance
150(1)
Summary
151(1)
References
152(1)
The Connectivity and Equity Standard
153(32)
William K. Poston, Jr.
Introduction
153(1)
Standard Three Defined
154(2)
Connectivity and Consistency
156(5)
Connectivity and Equity
161(2)
Dimensions of Equity Analysis
163(14)
Equity Analysis Summation
177(1)
Connectivity and Staff Development
177(4)
Connectivity and Instructional Monitoring
181(2)
Standard Three Conclusions
183(1)
References
183(2)
The Assessment Standard
185(28)
William Streshly
The Purpose of a School District Assessment Program
185(1)
Developing a District Assessment Program
186(2)
Components of an Assessment Program
188(4)
Using Other Student Test Data
192(14)
Determining Motivation Potential of the School: A Case Study
206(4)
Audits, Reviews, and Other Data Assessment Systems
210(1)
Audit Criteria for Judging the Quality of an Assessment Program
211(1)
References
212(1)
The Productivity Standard
213(18)
Sue Greene
Introduction
213(1)
Standard Five Criteria
214(5)
Data Sources for Standard Five Analysis
219(2)
Typical Findings in Standard Five Analysis
221(4)
Typical Recommendations for Standard Five Findings
225(1)
The Use of the Camera in Standard Five Data
226(3)
Standard Five Summary
229(1)
References
229(2)
Preparing the Board, the District, and the Community for the Curriculum Audit
231(16)
Virginia C. Vertiz
Carolyn J. Downey
Larry E. Frase
Introduction
231(1)
Learning About the Audit
231(1)
Before the Audit
232(2)
After You Have Decided to Have an Audit
234(3)
During the Audit
237(1)
After the Site Visit
238(1)
Upon Receipt of the Final Report
238(1)
After the Audit
239(1)
Ongoing Public Relations and Communications Strategies
239(1)
Summary
240(3)
References
243(4)
PART III: THE CURRICULUM MANAGEMENT AUDIT: RESEARCH EVIDENCE AND SUPERINTENDENTS TESTIMONIALS
Benefits of the Audit: The Superintendents Speak
247(30)
Virginia C. Vertiz
Introduction
247(1)
The Superintendents
248(29)
A Follow-Up Study of Three School Districts
277(20)
Harry J. Kemen
Karen S. Gallagher
Introduction
277(1)
Methodology
278(3)
Results of Implementation-Impact Survey
281(3)
Analysis of Research Questions
284(7)
Analysis by Categories
291(2)
Summary and Conclusions
293(2)
Implications for Funding Audits
295(1)
References
295(2)
About the Editors 297(2)
About the Authors 299(4)
Index 303

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