"A school's MicroSociety program is not a gimmick, as Professor Cherniss carefully describes and discusses. It is a process that gives students responsibilities and obligations. They experience the benefits of collaboration and the problems of group cohesion, and they learn how and why the bottom line of their economic enterprise requires foresight, decision-making, flexibility, creativity, and more. Are there problems in creating and maintaining such an enterprise? Yes, but Professor Cherniss candidly, critically, sympathetically, and constructively explains why readers will have no doubt that the MicroSociety's educational potential is indeed great. It is the opposite of a transient fad, of which there has been a surfeit."
-Seymour B. Sarason, Professor Emeritus
Psychology & Education, Yale University
See meaningful whole-school reform strategies through the lenses of the MicroSociety® program!
The steady stream of quick-fix educational reforms du jour has drowned out the optimism and drive of many school leaders. To buoy the hopes and success of change agents, this guide offers a real look into school reform, with its trials and triumphs, and pinpoints specific strategies for overcoming the former and achieving the latter.
Looking closely at the MicroSociety® whole-school reform model, the text empowers leaders with a systemic approach to implementation and sustainability of meaningful change. Along with the history and basics of MicroSociety®, it highlights research-based tactics, enabling administrators, teachers, parents, and students to fully invest in and affect positive, enduring reform. The book features:
- Actual challenges and proven solutions for everything from dealing with "problem" students and time constraints, to attaining genuine teacher buy-in and seamless curriculum
- 16 straightforward guidelines for before, during, and after implementation
- In-depth case studies illustrating the gamut of outcomes, from failure to success, and why they resulted
- Insights on how "emotional intelligence" influences the change process
- Implications for educational policy