WorldCat Identities

Wynne, Edward

Overview
Works: 30 works in 84 publications in 1 language and 4,485 library holdings
Roles: Author, Editor
Classifications: LC311, 370.1140973
Publication Timeline
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Most widely held works by Edward Wynne
Reclaiming our schools : teaching character, academics, and discipline by Edward Wynne( Book )

10 editions published between 1993 and 1997 in English and held by 627 WorldCat member libraries worldwide

Growing up suburban by Edward Wynne( Book )

8 editions published between 1977 and 2012 in English and Undetermined and held by 588 WorldCat member libraries worldwide

Looking at schools : good, bad, and indifferent by Edward Wynne( Book )

4 editions published between 1980 and 1981 in English and held by 468 WorldCat member libraries worldwide

The politics of school accountability; public information about public schools by Edward Wynne( Book )

3 editions published in 1972 in English and held by 457 WorldCat member libraries worldwide

New models for American education by James W Guthrie( Book )

4 editions published in 1971 in English and held by 446 WorldCat member libraries worldwide

Making the school an effective community : belief, practice, and theory in school administration by Mark Holmes( Book )

13 editions published between 1989 and 1991 in English and held by 367 WorldCat member libraries worldwide

Social security, a reciprocity system under pressure by Edward Wynne( Book )

4 editions published in 1980 in English and held by 305 WorldCat member libraries worldwide

Cooperation-competition : an instructional strategy by Edward Wynne( Book )

2 editions published in 1995 in English and held by 277 WorldCat member libraries worldwide

Planning and conducting better school ceremonies by Edward Wynne( Book )

1 edition published in 1990 in English and held by 277 WorldCat member libraries worldwide

Traditional Catholic religious orders : living in community by Edward Wynne( Book )

6 editions published between 1987 and 1988 in English and Undetermined and held by 244 WorldCat member libraries worldwide

A year in the life of an excellent elementary school : lessons derived from success by Edward Wynne( Book )

2 editions published in 1993 in English and held by 171 WorldCat member libraries worldwide

The major models of moral education : an evaluation by Edward Wynne( Book )

3 editions published in 1985 in English and held by 49 WorldCat member libraries worldwide

Transmitting values to the young : a cross-cultural perspective by Henrietta Schwartz( Book )

3 editions published in 1985 in English and held by 49 WorldCat member libraries worldwide

This section, from a larger report describing a project designed to systematically investigate how religious and traditional values are represented in today's public school curricula, addresses the question of why values should be taught, and if so, what rationale for teaching values is most defensible. Education systems have conducted enculturation through thousands of years of history and pre-history. On the basis of anthropology it is argued that values are an inescapable part of any culture or subculture, including schools. To fulfill the socialization functions, schools must transmit the cultural heritage, the technology and the skills and tools necessary for survival, the norms of the mainstream culture, the awareness of other cultures, and the cognitive and affective expertise needed to analyze, synthesize, and appreciate other value systems and cultures. Eight universals common to all cultures (a value system stressing preservation of society, a sense of community, social organization, body of knowledge and skills, economic system, form of governance, aesthetic system, and a socialization process) are discussed and ways that schools can actively enlist the support and engagement of parents to help meet the challenge of managing values transmission in schools are examined. (Lh)
Chicago area award winning schools 1982-83 by Edward Wynne( Book )

2 editions published between 1983 and 1984 in English and held by 2 WorldCat member libraries worldwide

This booklet describes the characteristics of 16 Chicago-area schools designated as winners in a 1982-83 contest to develop student character and academic learning. Out of the 80 schools competing, the 25 finalists were reviewed for evidence of school effectiveness and outcomes. Schools were asked to assess students' prosocial activities and the significant rewards and punishments provided to stimulate good conduct in both students and faculty. The winning schools also excelled in the clarity of their purposes and the consequent involvement of the community in their programs. Moreover, the administration and faculty in winning schools worked closely together, and that same cooperation encompassed the school spirit generated by students and faculty. Winning schools also encouraged high standards for all their students, insisting not only that students learn basic skills but that they press on as high as they are able; a wide range of instructional techniques thus came into play. (Jw)
School Award Programs: Putting Effective School Research in to Practice by Edward Wynne( Book )

1 edition published in 1983 in English and held by 1 WorldCat member library worldwide

This paper outlines three school award programs: the Ford program, the Secretary of Education's Program, and the For Character Program (Chicago). In providing descriptions of each program, the similarities and differences are analyzed. The programs share three basic assumptions: (1) that some schools are better managed than others and that elements of good management can be identified, (2) that administrators will respond to competition, and finally, (3) that enough is known about school effectiveness to justify an award process. The author reflects that the programs are noncompulsory, making them more adaptable and experimental. He also points out that such programs should not be carried out too casually or they will lose their legitimacy. Finally, he feels the award structures should identify a number of "winners" and provide incentives to reward all participants. (Md)
Teaching About Cooperation by Edward Wynne( Book )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

Teacher education programs inadequately prepare teachers to teach students to participate in the many forms of cooperation which are inherent in life. Although teachers have the responsibility of helping students learn how to live and be productive in social groups, students in colleges of education are not usually trained to oversee and grade groups. Sometimes student teachers, during their course work, are put into groups to work on class assignments. However, when all student teachers working in a group are given the same individual grades, or given different individual grades on the basis of their non-group activity, the work of the group is not being properly graded. As a result, student teachers are not learning to use groups in their own classrooms. When professors assign college students group projects, they are often reluctant to apply grading policies which recognize the different contributions of different members, and so everyone is given the same grade. Many able, grade-oriented education students who have such experiences become "anti-group" because they feel they were victimized by others in the group who contributed little to the endeavor. Examples are presented for developing flexible groups that allow students to learn how to deal with confrontations and differences tactfully. Suggestions for ways to grade the final group and its work are also made. (Jd)
Improving Student Discipline in the 80's: The Revival of Deterrence by Edward Wynne( )

1 edition published in 1980 in English and held by 1 WorldCat member library worldwide

Principals' Principles as Roots of School Change. (Also Titled "Turning It Around" ) by Edward Wynne( Book )

1 edition published in 1988 in English and held by 1 WorldCat member library worldwide

This case study exemplifies the particular challenges, successes, and failures a principal faced in coping with a small Catholic school's diverse problems and publics. Names were changed to ensure confidentiality. School policy and administrative leadership are discussed in terms of a principal's interaction with an embattled school board, skeptical parents, and dissatisfied teachers. Generally, relative incongruence among the school's varied socioeconomic constituencies--internal and external--is documented. Specifically, this paper describes the change strategies a principal used to stabilize an unstable school environment, including but not limited to employee dissonance, labor unrest, staff turnover, ideological confrontations about the direction of "professional" development, and racial disharmony. A mix of firm goals and expectations, conflict resolution, consensual decision-making, and task-oriented leadership behaviors comprised the bulk of the change strategies employed by the principal. (Jam)
Good Principals in Public and Church-Related Schools: A Study in Socialization by Edward Wynne( Book )

1 edition published in 1983 in English and held by 1 WorldCat member library worldwide

Using a research approach founded on explicit normative assumptions about the social goals of education, and proceeding from the hypothesis that lifelong socialization largely determines an administrator's capability, this paper analyzes the experiences of one "good" principal. Following an initial discussion of educators' attitudes toward fostering social and moral values, the study's theoretical framework is outlined: a central theorem that defines schools as places where adults work together to socialize children for adulthood, and seven corollaries--qualitative criteria of "school goodness." Succeeding passages present an argument defending social continuity and examine conditions and opinions opposing and favoring deliberate socialization in schools. Next, the study's objectives, data sources, and data collection and analysis methods are reviewed. The balance of the paper consists of a case study of a Chicago public school principal. An autobiographical sketch recounts the subject's experiences in elementary school through college, in the army, in graduate school, as a teacher, and as a principal. A statistical and anecdotal description of the high school this principal directs follows. The paper concludes by discussing related literature, the significance of the subject's experiences, and the study's implications for future research and practice. References are included. (Mcg)
 
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Reclaiming our schools : teaching character, academics, and discipline
Alternative Names
Wynne, Edward A.

Wynne, Edward A. 1928-

Languages
English (71)

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