Lawrence A. Machi is a Professor Emeritus of Organizational Leadership at the University of La Verne, in La Verne, California. He holds an MA in curriculum development and an Ed.D. in organizational leadership. He has taught research methods and design, and has chaired doctoral dissertation research in addition to teaching classes in organizational development. He has extensive experience in higher education, and prior to his tenure at La Verne, he taught in schools of education at the University of San Francisco, St. Mary’s College of California, and Sonoma State University. Dr. Machi currently serves as a Fulbright Specialist, having recently completed an assignment in Taiwan.
With K–12 experience as well, he has worked as a secondary teacher and served as a school administrator in both secondary and elementary school districts in Northern California. He has occupied the roles of vice principal, principal, assistant superintendent, and superintendent, frequently consulting with many California school districts and nonprofit organizations. His specialties are in the areas of organizational leadership, finance, negotiations, organizational development, and strategic thinking.
Brenda T. McEvoy taught high school English, history, and science for thirty-six years. Research skills were always part of her curriculum. For eight years, she worked for the California State Department of Education leading groups of educators in improving their ability to edit and assess student writing. Also for the state, she was a mentor for beginning English and history teachers. Participation in the California Writing Project extended her knowledge of writing and the difficulties students face when producing a major assignment. She has worked as an editor for several books, focusing on helping writers create work that is clear and logical.
Based on extensive research, this book is filled with illustrative, down-to-earth examples of how classroom assessment works in classrooms where assessment drives the instruction. The authors present the Classroom Assessment Cycle—Clarifying learning targets, Collecting assessment evidence, Analyzing assessment data, and Modifying instruction based upon assessment data—that demonstrates how one assessment action must flow into the next to be effective. Each chapter details the kinds of assessment evidence that are the most useful for determining student achievement and provides instruction in the analysis of assessment data.
Successful organizations adjust quickly and intelligently to shifts in consumer tastes, political climate, and economic opportunity. How do they do it? The Six Secrets of Change explores essential lessons for business and public sector leaders for thriving in today's complex environment. Fullan draws on his acclaimed work in bringing about large-scale and substantial change in education reform in both public school systems and universities, as well as engaging in major change initiatives internationally. This book is filled with lessons that are insightful, actionable, and concisely communicable.
"Fullan has an uncanny ability to produce what is needed at the time it is needed. The six secrets are based in theory, grounded in practice, powerful in their relationship to each other, and described in ways that enable deep understanding. It is a refreshing change from the surface lists of leadership and change ideas that all too often permeate education and business literature." —Vicki Phillips, director of education, Bill & Melinda Gates FoundationIncludes so-called leadership "secrets" that are decoded to be accessible and useful Offers illustrative examples from a variety of businesses, health organizations, and public education systems Lays out the six factors to organizational success: collegiality, long-range plans allow for the unknown, nurture employees, learning, leadership at all levels, and positive pressure must be inescapable Michael Fullan is the author of the acclaimed best-seller Leading in a Culture of Change
Fullan convinces us that a leader who attends to all six key factors will have an organization that is constantly learning, growing, and thriving.
Appropriate for individual and classroom use, the new edition has been expanded to include:In Chapter 2, clarification of important phenomenological assumptions that underlie the interviewing approach presented in the book.In Chapter 7, new sections on Long-Distance Interviewing and its implications for the relationship between interviewers and their participants.In Chapter 8, a new section on the pros and cons of Computer-Assisted Qualitative Data Analysis Software.Chapter 9, "The Ethics of Doing Good Work," is a new chapter which discusses the interplay between ethical issues in interviewing and how interviewers carry out their work as researchers.
“I have used Seidman's text with great success with graduate students new to qualitative research. Its complex yet readable treatment is an essential part of the toolbox for both novice and experienced qualitative interviewers.”
—Mark R. Warren, Associate Professor of Public Policy and Public Affairs, University of Massachusetts Boston
“This is a thoughtful and well-written introduction to the topic. I assign it in multiple undergraduate and graduate classes I teach. The chapter on interview technique is particularly helpful, giving students useful advice on topics like how to avoid asking leading questions. Highly recommended.”
—Amy Bruckman, College of Computing, Georgia Institute of Technology (on the third edition)
Praise for Previous Editions:
“A comprehensive perspective of the nature of qualitative inquiry and the art of interviewing.”
—Theory and Research in Social Education
“A good starting point for training new researchers.”
—The Journal of Higher Education