A01=Donald Fielder
academic
Achievement Element
areas
Author_Donald Fielder
Category=JNF
charter
classroom effectiveness strategies
Common Language
core
Core Academic Areas
Core Academic Subject Areas
CTB McGraw Hill
data-driven decision making for educators
district
District Improvement Efforts
Early Learning Opportunities
educational change management
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Full Time Teaching Equivalents
improve
Increase Student Performance
increased
Increased Student Achievement
instructional supervision
Life Long Learning Opportunities
Lower Class Sizes
Middle School Philosophy
Multiple Intelligences Approach
Noncore Areas
Os Ti
Performance Pay Program
Pr Om
Pr Ov Id Es
PTO
results-based education
Retain Quality Teachers
school
School Improvement Goals
school leadership development
schools
student
student performance improvement
Tr Ic
Tr Od
Traditional Neighborhood School
Product details
- ISBN 9781930556461
- Weight: 380g
- Dimensions: 178 x 254mm
- Publication Date: 18 Oct 2002
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
This research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you:
- establish a results-oriented focus on the curriculum
- increase time-on-task and academic rigor for ALL students
- provide a supportive accountability system for all staff members
- identify and eliminate educational practices that lower student achievement
- introduce an achievement audit process that will increase student performance in any school or district
Dr. Donald J. Fielder has been an educator since 1968, with about 30 of those years spent in various administrative positions in Florida, Georgia, Utah, and Colorado. He has worked at the local district level, the regional level, the state level, and in the private sector. He started his career as a special education teacher and has served in a variety of administrative capacities in small, medium, and large districts and in rural, suburban and inner city systems. His public school career also involved serving for six years as superintendent of schools. Don was responsible for dramatic increases in student achievement, with students achieving at the highest levels of any district in the two states in which he served as superintendent. In addition, he was part of a team responsible for elevated student achievement in an inner city/suburban district that changed from a middle-class system to one where more than half of the students were on free or reduced-price lunch.Dr. Fielder, who received his doctoral degree from Vanderbilt University in 1989, has authored 14 articles in national journals and publications such as The American School Board Journal, The School Administrator, The Executive Educator, and Phi Delta Kappan as well as dozens of articles and columns for the print media. He has served as a regular columnist for two newspapers where he wrote on wide-ranging educational topics. He has written a book entitled The Leadership Teachings of Geronimo: How 19 Defeated 5000, and he has established a consulting company that specializes in leadership training to public and private organizations of all sizes. He has presented at numerous state, national, and international conferences on a wide variety of topics. Dr. Fielder has received numerous awards including The Gravity Breaking School District Award as part of the American Association of School Administrators’ study on Preparing Schools and School Systems for the Twenty-First Century.
