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 x
... assessments all at the same time. The portfolio assessments favoured by the region or the district may have to be reconciled with imposed standardized test requirements by the nation or the state. A push to develop a more integrated ...
... assessments all at the same time. The portfolio assessments favoured by the region or the district may have to be reconciled with imposed standardized test requirements by the nation or the state. A push to develop a more integrated ...
Side 9
... assess their implications ( p . 162 ) . often misdiagnosed particular change forces that were affecting them ( for example , problems that they perceived as resulting from increasing numbers of single present families , were really more ...
... assess their implications ( p . 162 ) . often misdiagnosed particular change forces that were affecting them ( for example , problems that they perceived as resulting from increasing numbers of single present families , were really more ...
Side 11
... assessing an educational change are political processes because they inevitably alter or threaten to alter existing power relationships , especially if that process implies , as it almost always does , a reallocation of resources . Few ...
... assessing an educational change are political processes because they inevitably alter or threaten to alter existing power relationships , especially if that process implies , as it almost always does , a reallocation of resources . Few ...
Side 16
... assessment and accountability ; the relationship of change to teachers ' lives , and the importance of micropolitics . Reculturing , they propose , offers one of the most hopeful ways of providing an integrated solution to these many ...
... assessment and accountability ; the relationship of change to teachers ' lives , and the importance of micropolitics . Reculturing , they propose , offers one of the most hopeful ways of providing an integrated solution to these many ...
Side 20
... assessment policies which tend to reinforce the status quo . Teachers in the United Kingdom , for example , who want to teach interdisciplinary units have told us that they are inhibited by the subject specificity of the National ...
... assessment policies which tend to reinforce the status quo . Teachers in the United Kingdom , for example , who want to teach interdisciplinary units have told us that they are inhibited by the subject specificity of the National ...
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 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...