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 3
... tion , implementation and institutionalization . It is much more messy than that . This lack or loss of predictability in the educational change process is due not only to the fact that the environment in which educational change takes ...
... tion , implementation and institutionalization . It is much more messy than that . This lack or loss of predictability in the educational change process is due not only to the fact that the environment in which educational change takes ...
Side 10
... tion and exploitation of the teaching force . Some nationally sponsored school improvement processes might also be regarded as ways of displacing blame for school failure from those who design policies and create unsupportive contexts ...
... tion and exploitation of the teaching force . Some nationally sponsored school improvement processes might also be regarded as ways of displacing blame for school failure from those who design policies and create unsupportive contexts ...
Side 12
... tion of head and heart , and privilege the first over the second . Yet , the emotional dimensions of education are not distractions from the tough world of higher order thinking and academic results , but an integral part of academic ...
... tion of head and heart , and privilege the first over the second . Yet , the emotional dimensions of education are not distractions from the tough world of higher order thinking and academic results , but an integral part of academic ...
Side 13
... tion in the complex times within which we live and work are also addressed in this second part : restructuring , reculturing , organizational learning , authenticity , com- munity and different approaches to policy . These are not the ...
... tion in the complex times within which we live and work are also addressed in this second part : restructuring , reculturing , organizational learning , authenticity , com- munity and different approaches to policy . These are not the ...
Side 20
... tion of a ' real school ' ( Smith , Dwyer , Prunty , & Kleine , 1987 ) . Innovations often fail because of the educators ' inability or unwillingness to involve parents in meaningful ways in their development and implementation . At the ...
... tion of a ' real school ' ( Smith , Dwyer , Prunty , & Kleine , 1987 ) . Innovations often fail because of the educators ' inability or unwillingness to involve parents in meaningful ways in their development and implementation . At the ...
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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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...