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 2
... focus their efforts . These common causes of failure to bring about educational change have been well documented in the change literature , from the foundational period of educational change research and beyond ( e.g. , Sarason , 1971 ...
... focus their efforts . These common causes of failure to bring about educational change have been well documented in the change literature , from the foundational period of educational change research and beyond ( e.g. , Sarason , 1971 ...
Side 3
... focus on a singular 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 ...
... focus on a singular 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 ...
Side 4
... focus on one initiative find themselves repeatedly sideswiped by another . Competing mandates pull them in opposite directions . Some of the most recent writing in educational and organizational change theory , urges readers not only to ...
... focus on one initiative find themselves repeatedly sideswiped by another . Competing mandates pull them in opposite directions . Some of the most recent writing in educational and organizational change theory , urges readers not only to ...
Side 18
... focus on reason , science , and progress , it impacted all aspects of society and accelerated the industrial revolution , which in turn brought revolutionary economic , social and ultimately political changes to western societies . Some ...
... focus on reason , science , and progress , it impacted all aspects of society and accelerated the industrial revolution , which in turn brought revolutionary economic , social and ultimately political changes to western societies . Some ...
Side 22
... focus on outcomes . In an age of accountability , schools must demonstrate to themselves and the wider community that what they do makes a difference to student outcomes ( Mortimore , Sammons , Stoll , Lewis , & Ecob , 1988 ) . • an ...
... focus on outcomes . In an age of accountability , schools must demonstrate to themselves and the wider community that what they do makes a difference to student outcomes ( Mortimore , Sammons , Stoll , Lewis , & Ecob , 1988 ) . • an ...
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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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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...