Bibliography and References Related to education, Organizational development and Paradigm change


Barker, J. (1993). Paradigms: the business of discovering the future. NY: Harper Collins.

Describes the concept of paradigm, how a paradigm influences organizational structure, policy, practice and outcome. Includes some strategies and techniques for creating and analyzing new paradigms.

Buchen, I. (2004) The future of the American school system. Lanham, MD.Rowman &

Littlefield Publishing.

A futurist looks ahead into public education.

Burtless, G. ed. (1996). Does money matter? the effect of school resources on student

            achievement and adult success. Washington, DC: The Brookings Institution.

Discussion and data regarding the relationship between financial resources and school performance. Suggests money is necessary, but not necessary and sufficient for high quality schools and education.

Collins, J. C. (2001). Good to great: why some companies make the leap and

others don’t. New York: HarperCollins.

Presentation of examples with operational and management strategies of exemplary performing business organizations. General organizational principles and practices are applicable to school improvement strategies.

Correspondents of the New York Times (2005). Class matters. NY. Henry Holt

and Company.

Critical analysis of how social class and economic wherewithal are major determinants of education quality and access. Initially appeared as a series of articles in the New York Times.

Danielson, C. (2002). Enhancing student achievement: a framework for school

improvement. Alexandria VA: Association for Supervision and Curriculum Development.

Detailed formula and procedure for school improvement that could be useful toward creating a learning community.

Deming, W. E., (1995). Out of crisis, 23rd printing. Cambridge, MA: Massachusetts

Institute of Technology.

Original ideas, concepts, principles, and practices the Deming quality model.

Dirkswager, E. J., ed. (2002). Teachers as owners: a key to revitalizing public education.

Lanham, MD: Rowman & Littlefield.

An operational model for genuine team-based school governance and operation.  Details charter school successes from which EdVisions school model was developed.

Eaker, R., DuFour, R. & Burnette, R. (2002). Getting started: reculturing schools

to become professional learning communities. Bloomington, IN: National Educational Service.

A manual with examples and cases to accomplish what the title suggests.

Epstein, J. L. (2001. School, family, and community partnerships: preparing educators  

and improving schools. Boulder, CO: Westview Press.

Describes 25 years of practice and success in developing strong parent, family and community involvement. Documents effective strategies for school people and shows the benefits in student experience and educational achievement.

Friedman, T. (2005). The world is flat; a brief history of the 21st century. NY. Farrar,

Straus &Gireau.

Describes the profound changes in communication and commerce created by the Internet, with provocative implications for education.


Holcomb, E. (2000). Asking the right questions: techniques for collaboration and school

change. Thousand Oaks, CA: Corwin Press.

A format to examine current school practice and operation and move toward a collaborative structure and culture.


Kohn, A. (1996). Beyond discipline: from compliance to community. Alexandria, VA:

Association for Supervision and Curriculum Development.

An examination of collaborative school culture from a sociological, behavioral perspective and the effect on student development and achievement.

Kouzes, J. M. & Posner, B. Z., (1995). The leadership challenge: how to keep getting

extraordinary things done in organizations, 2nd ed. San Francisco: Jossey-Bass, Inc.

A practical, behavioral examination and description of leadership and the impact of strong leadership on organizational performance.   The setting and examples are business and manufacturing organizations, but the principles have application to leadership in a school.


Marsh, D. ed. (1999).  Preparing our schools for the 21st century: 1999 ASCD Yearbook.

Alexandria, VA: Association for Supervision and Curriculum Development.

An anthology of predictions and observations about the 21st century and implications for schools and education.   Authors are respected educators and social observers.

Mohrman, S., & Wohlstetter, P. (1994). School-based management; organizing for high

            performance. San Francisco:  Josey-Bass publishers.

A well documented and researched description of genuine school-based management, how to arrive there and the benefits.   Research and techniques are founded in effective work teams and worker involvement from business and industrial settings but are accurately applied to a school setting.

Murphy, C. & Lick, D. (2000). Whole faculty study groups; creating student based

professional development. Thousand Oaks, CA: Corwin Press.

A how-to manual for creating substantive teacher involvement in planning, delivering, and evaluating curriculum and instruction that continuously improves student achievement.  Includes administrator roll in implementing and monitoring the practice.

Nelson, J. and others. (2000). Critical issues in education; dialogues and dialectics.

Boston. McGraw-Hill Higher Education.

Scholarly presentations and arguments around continuing and emerging educational issues.

Odden, A. & Busch, C. (1998). Financing schools for high performance: strategies for

Improving the use of educational resources.  San Francisco: Jossey-Bass Inc.

Presents a model for school finance anchored in bottom-up teacher planning based on the needs of specified school population to achieve stated educational goals.  Includes a structure and plan for competency/knowledge-based pay for teachers.

Ouchi, W. G. (2003). Making schools work: a revolutionary plan to get your

children the education they need. New York: Simon & Schuster.

Lays out “seven keys” which include the elements of leadership and collaboration.  Author has written extensively regarding strategies for successful business.  This is an appropriate application of successful business practice applied to a bring about school improvement.

Parker, M., (1990). Creating a shared vision. Clarendon Hills, IL: Dialog

International, Ltd.

A detailed report of how substantive visioning brought about significant and sustained improvement in a business setting.  Illustrates that a shared vision is an imperative to improved organization performance. Over all technique and strategy is applicable to bringing about school improvement.

Popham, W. (2001). The truth about testing: an educator’s call to action.

Alexandria, VA: Association for Supervision and Curriculum Development.

Describes the flaws in testing as a basis for educator and school evaluation, as well an over all negative impact on student learning.

Ramsey, R. (1999). The children first story:  how one community partnership is

learning to put its children & families first. St. Louis Park, MN: Children First.

Reports the successful community involvement experience in a local community.

Sarason, S. (1990). The predictable failure of educational reform: can we change

course before it’s too late?  San Francisco: Jossey-Bass Inc.

Cryptic discussion of change and reform efforts that ignore a necessity to create a vibrant learning environment that involves all stakeholders. Interesting reading.

Sarason, S. (1997). How schools might be governed and why. NY. Teachers College

Columbia University.

Author challenges the convention wisdom and structures of educational organization and practice.

Schmidt, W. H. & Finnigan, J. Pl (1993) TQManager: a practical guide for managing in

a total quality organization. San Francisco: Jossey-Bass Inc.

TQM from the viewpoint of the manager.   Some application to school administration.

Schmoker, M. (1996). Results; the key to continuous school improvement.

Alexandria, VA: Association for Supervision and Curriculum Development.

A discussion and how-to regarding finding, compiling and using data to track school performance and improvement measures.

Senge, P. (1990). The fifth discipline: the art and practice of the learning

organization. New York: Doubleday and Currency.

Initial work by Senge that describes the learning organization and the five disciplines required to achieve a learning organization. The examples, techniques and principles are essentially those of the learning community and a collaborative school.

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A.

(2000). Schools that learn: a fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday Bell.

The five disciplines of the learning organization applied to a school setting.

Senge, P. and others. (2004).Presence; Exploring profound change in people,

organizations, and society. Society for Organizational Learning. NY Doubleday Currency.

Deep and probing observations on learning, behavior, and change.

Sheldrup, A. (2004) Increasing school-wide parental involvement. Minneapolis,

MN: Saint Mary’s University, Unpublished Master of Arts Paper.

A thorough, detailed review of current literature on parental involvement. A convincing document on why parental involvement is an imperative to school success and student achievement.

Sizer T. (1992). Horace’s school: redesigning the American high school. New

York: Houghton Mifflin Company.

Sizer writes extensively on schools and education. This document, the second in the “Horace” trilogy on the American high school, describes the severe shortcomings of a typical, comprehensive high school and outlines what measures are necessary to change for an environment that fosters student development and achievement.

Sizer T. & Sizer N. (1999).The students are watching: schools and the moral contract.

Boston. Beacon Press.

School and classroom narrative with analysis for moral and ethical implications of school culture and teacher modeling on student learning and development.

Sprenger, M (1999) Learning and memory: the brain in action. Alexandria, VA:

Association for Supervision and Curriculum Development.

Description of how brain research applies to teaching and learning.

Tenner, A. R. & DeToro, I.J. (1992). Total quality management: three steps to

continuous improvement. Reading, MA: Addison-Wesley Publishing Company.

Detailed discussion on TQM in industrial setting. General management principles may apply to schools.

Thomas, D. and others, eds. (2005).The coolest school in America: how small learning

communities are changing everything. Lanham, MD. Rowman and Littlefield Publishers.

Describes a successful charter school which was designed and currently operates on a student/learner driven paradigm.

Williams, B., ed. (2003). Closing the achievement gap: a vision for changing

beliefs and practices, second ed. Alexandria, VA: ASCD.

An anthology considering current education structure, thinking and practice that must be addressed. Suggests new models and practices for a school to accomplish what the title suggests.

Wohlstetter, P. (1997). Organizing for successful school-based management.

Alexandria, VA: Association for Supervision and Curriculum Development.

A short concise monograph describing the extent of success in applying an organizational model for site based management.  Uses bullet points to illustrate experience and effectiveness among “successful” and “struggling” schools’ application of the model.

Other References; Publications, Pamphlets, and Reports:

American Association of School Administrators. (1999). Preparing schools and school

systems for the 21st century. Arlington, VA: American Association of School Administrators.

A general treatment of what must be addressed for change in American schools.

Education Commission of the States. (1999). Governing America’s schools:

changing the rules; report of the national commission on governing America’s schools. Denver, CO: Education Commission of the States.

An examination of current governance and organization structure within American K12 public school systems. Recommendations for alternative structure for improving school performance and efficiencies.

Nathan, J. & Febey, K. (2001). Smaller, safer, saner successful schools.

Minneapolis: Center for School Change, Hubert H. Humphrey Institute of Public Affairs.

Reports research suggesting case for smaller schools as environments that better foster quality schooling experience and educational achievement.

Nathan, J. & Johnson N. (2001). What should we do? a practical guide to assessment

and accountability in schools. Minneapolis: Center for School Change, Hubert H. Humphrey Institute of Public Affairs.

Builds a case for authentic assessment in education as a significant component of accountability. Shows flaws in accountability based solely on test scores.

National Association of Secondary School Principals. (2004). Breaking ranks II:

Strategies for leading high school reform: Reston, VA: National Association of Secondary School Principals.

Second edition of the original NASSP model published in 1996. An updated model for significant changes and improvement in the American comprehensive high school structure and operation.

National School Public Relations Association. (1994). Making/marketing your school the

school of choice: how to be competitive in today’s education marketplace. Rockville, MD: National School Public Relations Association.

Document outlines strategy and technique for accurate public information about school.

Schmoker, M., “Tipping Point: From Feckless Reform to Substantive Instructional

Improvement,” Phi Delta Kappan. February 2004, pp. 424 – 432. Bloomington, IN: Phi Delta Kappa International, Inc.

A hard-hitting article that candidly describes a learning community and challenges educators regarding efforts that are not genuine.

Thompson, P. C., “Participation: The Key to Middle Management Support,” The

Quality Circles Journal. November 1982, pp. 12 – 19. Hudson, OH. International Association of Quality Circles.

Article from early stages of employee involvement—quality circles.  Describes a structure and process by which all organization members—individual contributors, supervisors, and managers—are involved through active participation in a team, aka quality circle.

Wise, A. E., “Teaching Teams; A 21st-Century Paradigm for Organizing America’s

Schools,” Education Week. September 29, 2004, p.43. Marion OH.

Calling current school organization a “dysfunctional 19th century factory model” offers a convincing argument for role differentiation and teacher teamwork for significant school improvement.

Generally, the knowledge, skills, and attitudes regarding planning and maintaining collaboration in schools, the learning community, and the learning organization that are helpful and related to moving to a “New Education Paradigm” can be found in the literature under topics such as:

Brain based learning.                                      Paradigms.

Change management.                                    School culture.

Collaboration.                                                  Shared decision-making.

Consensus building.                                       Site-based decision making.

Employee involvement practice                      Teacher compensation.

Group process.                                               Team-based organization.

High involvement management                      Team building.

Interpersonal communication skills.               Total Quality Management.

Leadership.                                                     Vision, creating a shared vision

Learning community.

Learning organization.

Learning styles.

Multiple Intelligences

Organizational change.

Organizational culture.

Organizational development.

Organizational effectiveness.