Dr. Andy brand strategy and web development by Strategic Impact Partners
“Success in School: The inside track on improving student achievement”
School Leader (New Jersey School Boards Association magazine); May/June, 2006.
“A View From the Top: Leaders, Rambo, Poets and the Child”
Focus on Education magazine; 1987.
“To Classify or Not to Classify - That is the Controversy”
School Leader (New Jersey School Boards Association magazine); January/February, 1987.
“Snagging Grand Opera”
A teacher’s guide on how to use opera to enhance a child’s self-esteem and reinforce language arts skills.
“The Correlation Between Socio-Economic Status and Educational Levels”
(Based on the 1980 Census)
“Reading & Test-Taking: A Skills Oriented Bridge”
(IMPACT II grant award winner; 1979)
“School Culture as a Tapestry”
Columbia University doctoral dissertation, co-authored with Dr. Jeffrey Feifer.
Dr. Andy’s dissertation research was prompted by his desire to better identify the root causes of repeated educational failures. Looking at the patterns illuminated in the available literature, it became evident that his attention should be focused on organization culture in schools.
Andy and his co-author, Dr. Jeffrey Feifer, identified three of the most common types of school cultures: illusionary, technical, and constructivist. Their joint dissertation comprised a training manual (with an accompanying disc) premised upon a simulated model of a constructivist culture that is implemented to address repeated education failures.
The simulation involved a fictitious school district named “Harmony”. The training package included a 350-page overview of the history and characteristics of Harmony, along with 12 case study scenarios - six each in governance and instruction. The constructivist approach was used to help administrators manage the diverse viewpoints of students, teachers, and community residents. Each scenario was tested and fine-tuned with the participation of 30 Bergen County superintendents. The model promotes direct involvement, converting the conceptual into meaningful problem-solving exercises reflective of the realities encountered in the field.