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What Money Can’t Buy: Powerful, Overlooked Opportunities for Learning
Phi Delta Kappan, Vol. 90, No. 7 (March 2009): pp. 524-527.
By Mike Schmoker
Schools don’t necessarily need more money to improve instruction. Following a few simple rules about instruction could lead to gargantuan improvements in student learning.
(4pp.)
List Price: $4.95
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Radically Redefining Literacy Instruction: An Immense Opportunity
Phi Delta Kappan, Vol. 88, No. 07 (March 2007): 488-493.
Mike Schmoker
Students in today's English and language arts classes typically are not asked to read, discuss, or write analytically. But by emphasizing such authentic literacy activities, Mr. Schmoker maintains, we could bring about the results that all our reforms seek: higher test scores, intellectual development, and a narrowing of the achievement gap.
[Related terms: reading / writing / authentic / thinking / learning / higher-order / discussion](6pp.)
List Price: $4.95
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Learning Communities at the Crossroads: Toward the Best Schools We've Ever Had
Phi Delta Kappan, Vol. 86, No. 01 (September 2004); 84-88.
Mike Schmoker
In this response to William Cook and Bruce Joyce, the author clarifies why 'learning communities,' rightly implemented, are far superior to both typical planning and improvement models as well as most popular innovations. The advantage of learning communities is the relative clarity they have achieved and their clear record of success in schools and organizations.
[Related terms: collaboration / professional development](5pp.)
List Price: $4.95
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Tipping Point: From Feckless Reform to Substantive Instructional Improvement
Phi Delta Kappan, Vol. 85, No. 06 (February 2004): 424-432.
Mike Schmoker
Current models of reform and improvement planning have failed, chiefly because they have very little impact on teaching or its improvement. To truly improve schools, we must modify or abandon these models in favor of a far better, proven strategy for promoting improvements in teaching: putting teachers in 'learning communities' where they learn the complex craft of teaching from each other.
[Related terms: school / comprehensive / strategic / collaboration / professional / development](9pp.)
List Price: $4.95
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Occupational Knowledge and the Inevitability of School Improvement
Phi Delta Kappan 78, No. 7 (March 1997): 560-563. (Out of print.)
Mike Schmoker
Only a fraction of what we know about education is operative in our classrooms, Schmoker asserts. Success at improving our schools depends on our ability to tap into the enormous potential of available knowledge. The recent trend toward information and data-driven improvement is the most profound shift now occurring in schools, but the challenge is to move beyond a tepid, tentative implementation of useful knowledge toward a dramatic and system-wide shift that will vastly accelerate the pace at which we are able to reach dramatically greater numbers of students with an increasingly richer and more useful education.(4pp.)
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Total Quality Education: Profiles of Schools that Demonstrate the Power of Deming's Management Principles
Bloomington, Ind.: Phi Delta Kappa, 1993. ISBN 0-87367-459-6. Pp. 171. (Out of print.)
Michael J. Schmoker and Richard B. Wilson
Deming's principles of Total Quality Management can offer a template that constitutes American education's best hope for improving public schools, the authors assert. Deming's work is flexible enough to enable us to understand and appreciate apparently unrelated reform efforts in education. The authors define Deming's management philosophy and consider its application to schools. They present case studies from five distinctive school settings and summarize TQM in the conceptual landscape.(171pp.)
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Transforming Schools Through Total Quality Education
Phi Delta Kappan 74, No. 5 (January 1993): 389-395. (Out of print.)
Mike Schmoker and Richard B. Wilson
The authors describe the reality of Demingism at work in Toyota manufacturing plants, and offer several examples of Deming's principles successfully applied in a variety of school settings. Characteristic features include: a democratic atmosphere, supportive leadership, team and collaborative effort, a clear and unified purpose, and an insistence on regular analysis and evaluation of student performance data as a basis for continually improving on past practice to serve the school's customers. Deming's philosophy and methods offer one of the best ways to substantially improve our schools.(0pp.)
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