Extending Educational Change: International Handbook of Educational ChangeAndy Hargreaves Springer Science & Business Media, 12. des. 2007 - 396 sider ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, CA, U.S.A. MICHAEL FULLAN Ontario Institute for Studies in Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Skills, London, U.K. This set of four volumes on Educational Change brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively. |
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Side ix
... goals, creating staff involvement, measuring progress over time and so forth. Ironically, this approach to school improvement was then translated back into a rational science by many educational systems. It was treated as a process of ...
... goals, creating staff involvement, measuring progress over time and so forth. Ironically, this approach to school improvement was then translated back into a rational science by many educational systems. It was treated as a process of ...
Side 3
... goal and to go through stages of achieving it over several years while the rest of their world stands still . Change today does not proceed through clear discrete stages of awareness , initia- tion , implementation and ...
... goal and to go through stages of achieving it over several years while the rest of their world stands still . Change today does not proceed through clear discrete stages of awareness , initia- tion , implementation and ...
Side 10
... goals and standards that benefit only student elites as not improvement at all , but intensifica- tion and exploitation of the teaching force . Some nationally sponsored school improvement processes might also be regarded as ways of ...
... goals and standards that benefit only student elites as not improvement at all , but intensifica- tion and exploitation of the teaching force . Some nationally sponsored school improvement processes might also be regarded as ways of ...
Side 12
... goals for and strong emotional bonds with their students for example , take very different approaches to their work and changes in it than many of their colleagues ( see my own chapter later ) . Emotions are important as ends of ...
... goals for and strong emotional bonds with their students for example , take very different approaches to their work and changes in it than many of their colleagues ( see my own chapter later ) . Emotions are important as ends of ...
Side 31
... goal of comprehensive education in the United Kingdom is being undermined by government policies ( Benn & Chitty , 1996 ) . As a report of the National Commission on Education ( 1995 ) states : Too much reliance has been placed on ...
... goal of comprehensive education in the United Kingdom is being undermined by government policies ( Benn & Chitty , 1996 ) . As a report of the National Commission on Education ( 1995 ) states : Too much reliance has been placed on ...
Innhold
| 16 | |
AMY STUART WELLS SIBYLL CARNOCHAN JULIE SLAYTON RICKY LEE ALLEN | 42 |
WILLIAM BOYD | 69 |
CHRIS BIGUM AND JANE KENWAY | 95 |
HEATHERJANE ROBERTSON | 116 |
SONIA NIETO | 138 |
JIM CUMMINS | 160 |
JILL BLACKMORE | 180 |
LEW ALLEN AND CARL D GLICKMAN | 225 |
LYNNE MILLER | 249 |
JOSEPH BLASE | 264 |
ANDY HARGREAVES | 278 |
THOMAS J SERGIOVANNI | 296 |
DEBORAH MEIER | 316 |
WILLIAM MULFORD | 336 |
LINDA DARLINGHAMMOND | 362 |
MAVIS G SANDERS AND JOYCE L EPSTEIN | 202 |
International Handbook of Educational Change Table of Contents | 389 |
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Extending Educational Change: International Handbook of Educational Change Andy Hargreaves Begrenset visning - 2007 |
Extending Educational Change: International Handbook of Educational Change Andy Hargreaves Ingen forhåndsvisning tilgjengelig - 2005 |
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Populære avsnitt
Side 166 - Under these state-imposed standards there is no equality of treatment merely by providing students with the same facilities, text books, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.
Side 166 - Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education.
Side 25 - McLaughlin (1990) concluded that "the net return to the general investment was the adoption of many innovations, the successful implementation of a few, and the long-run continuation of still fewer
Side 314 - To summarize: organizations are technical^', instruments, designed as means to definite goals. They are judged on engineering premises; they are expendable. Institutions, whether conceived as groups or practices, may be partly engineered, but .they have also a "natural
Side 363 - ... a narrow range of instructional options and a limited number of ways to succeed are available' — to an adaptive mode in which ‘the educational environment can provide for a range of opportunities for success'.
Side 314 - ... specifying what is meant by formal organization, let us clarify the general concept of social organization. "Social organization" refers to the ways in which human conduct becomes socially organized, that is, to the observed regularities in the behavior of people that are due to the social conditions in which they find themselves rather than to their physiological or psychological characteristics as individuals. The many social conditions that influence the conduct of people can be divided into...
Side 32 - ... the wrong chair in a staff room, or used the wrong coffee cup will have encountered a microcosm of a school's culture. Culture is not easily defined because it is largely implicit. Schein (1985) notes various interpretations of the content and forms of culture - among these are observed behavioral regularities, including language and rituals; norms that evolve in working groups; dominant values espoused by an organization; the philosophy that guides an organization's policy; and the feeling or...