Educational practitioners in America have become disillusioned with university preparation programmes that fail to prepare them for the realities of the workplace. This volume summarizes the kwledge gained from five of the programmes instigated by the Danforth Foundation in its efforts to stimulate new approaches to the training of educational leaders. The ramifications of what has been learned is discussed and an analysis of future issues for American schools is provided.
Mike M. Milstein is a partner in The Resiliency Group, Ltd., and Professor Emeritus of Educational Leadership at the University of New Mexico. His professional career also includes being Professor of Educational Leadership at the University of Buffalo and a classroom teacher. His teaching, research, and writing interests are in the areas of resiliency and organiza-tional change and development. He has been actively engaged in school and community resiliency development efforts in such places as Nelson, New Zealand, Ashland, Oregon; Battle Creek, Michigan; and Shelby County, Tennessee. The resil-iency initiatives he has facilitated include classroom instruction and cur-riculum improvement efforts, school wide activities that enhance the resil-iency of educators, and school-community partnerships that support resiliency development for both children and adults. He has written 11 books, including coauthoring Resiliency in Schools (2002; 1996).