Change Forces: Probing the Depths of Educational Reform
Knowledge of the processes of educational change is said to be the missing ingredient in attempts to bring about educational innovation and reform. Whether these efforts involve grass roots innovation or large-scale societal reform, failure to understand and act on existing knowledge of the change process has accounted for the widespread lack of success in making educational improvements. This volume analyzes what is known about successful or productive change processes, and identifies corresponding action strategies at the individual, school, local and state levels. Included in this book is a major treatment of the topic of the 'ethics of planned change', a neglected topic in recent literature, especially since strategies for intervening in the change process are receiving more attention. This book is intended to be used by teachers in training and in service, teacher trainers, educational researchers, education historians and administrators.
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Chapter 2 Moral Purpose and Change Agentry
Chapter 3 The Complexity of the Change Process
Chapter 4 The School as a Learning Organization
Chapter 5 The Learning Organization and its Environment
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action agents alliances become better capacity change agentry change forces change process chapter classroom collaborative colleagues commitment concept continuous learning culture difference dynamic complexity educational change effective environment essential experience external Faculty of Education focus forces of change Fullan and Hargreaves goals Goodlad groupthink ibid ideas implementation improvement individual initiative innovations inquiry institutions interaction involved Joe Clark knowledge leaders leadership learning organizations learning society Lesson Local School Councils major mandate mastery ment mentors moral purpose National Curriculum Nias organizational organizational learning outer learning partnerships Pascale personal vision practice principals problems productive professional development programs purpose and change reform relationships restructuring rience role Sarason school development Senge shared visions skills social solutions Stacey staff development strategic planning strategies successful systems thinking teacher education teacher preparation teaching and learning tion universities University of Toronto