Fullan Fundamental Change

International Handbook of Educational Change
2005
ISBN: 978-1-4020-4454-0
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 369 Seiten

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, U.S.A. MICHAEL FULLAN Ontario Institute for Studies Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Slalls, London, U.K. This set of four volumes on 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.

Autoren/Hrsg.

Fullan, Michael

Inhaltsverzeichnis

1;Table of Contents;6
2;Introduction Scaling Up the Educational Change Process;13
3;I: Macro Change;15
3.1;Beyond Bloom's Taxonomy: Rethinking Knowledge for the Knowledge Age;16
3.1.1;EMERGENCE OF THE KNOWLEDGE SOCIETY;17
3.1.2;EXPERT KNOWLEDGE;19
3.1.3;ALTERNATIVES TO THE FILING CABINET MODEL;22
3.1.4;MAPPING LEVELS OF UNDERSTANDING;24
3.1.5;LEVELS OF APPROACH TO KNOWLEDGE;27
3.1.6;CONCLUSION;31
3.1.7;ENDNOTES;32
3.1.8;REFERENCES;32
3.2;Human Development in the Learning Society;34
3.2.1;EDUCATIONAL CHANGE AT THE DAWN OF THE INFORMATION AGE;41
3.2.2;CHANGING EDUCATIONAL GOALS;42
3.2.3;EDUCATION'S ROLE IN OPTIMIZING HUMAN DEVELOPMENT;44
3.2.4;EDUCATION'S ROLE IN BUILDING THE LEARNING SOCIETY;45
3.2.5;REFERENCES;49
3.3;Educational Reform Networks" Changes in the Forms of Reform;51
3.3.1;THE REFORM MOVEMENT AND NETWORKING;51
3.3.2;THEORIZING ABOUT NETWORKS;52
3.3.3;STUDYING CONTEMPORARY NETWORKS;54
3.3.4;HOW DO THESE NETWORKS EVOLVE?;55
3.3.5;PATTERNS OF DEVELOPMENT;55
3.3.6;HOW DO NETWORKS BUILD COMMITMENT?;56
3.3.7;WHAT ACTIVITIES SUPPORT NETWORKING?;56
3.3.8;WHAT DOES EFFECTIVE NETWORK LEADERSHIP LOOK LIKE?;57
3.3.9;MAINTAINING COLLABORATIVE MODELS;58
3.3.10;WHERE WILL THE MONEY COME FROM, AND AT WHAT COST?;59
3.3.11;THE POWER AND FRAGILITY OF NETWORKS: HOW DO NETWORKS NEGOTIATE THEIR INEVITABLE TENSIONS?;60
3.3.12;NEGOTIATING THE TENSION;63
3.3.13;NEGOTIATING THE TENSION;64
3.3.14;NEGOTIATING THE TENSION;65
3.3.15;NEGOTIATING THE TENSION;66
3.3.16;NEGOTIATING THE TENSION;67
3.3.17;WHAT WE HAVE LEARNED: UNDERSTANDINGS FOR THE PRESENT;68
3.3.18;ENDNOTES;69
3.3.19;REFERENCES;70
3.4;Educational Change in Japan: School Reforms;71
3.4.1;INTRODUCTION;71
3.4.2;EDUCATION REFORM MOVEMENT IN THE 1980s;72
3.4.3;REFORMS IN THE 1990s;75
3.4.4;CONCLUSION;82
3.4.5;REFERENCES;82
3.5;National Strategies for Educational Reform: Lessons from the British Experience Since 1988;84
3.5.1;INTRODUCTION;84
3.5.2;STANDARDS;84
3.5.3;IMPROVING PERFORMANCE;87
3.5.4;GROVE PRIMARY SCHOOL, BIRMINGHAM;89
3.5.5;PRINCE ALBERT PRIMARY SCHOOL, BIRMINGHAM;91
3.5.6;BOYS AND ENGLISH IN WAKEMAN SCHOOL, SHROPSHIRE;91
3.5.7;THE POLICY FRAMEWORK;97
3.5.8;THE IMPLICATIONS FOR POLICY;101
3.5.9;THE ROLE OF LOCAL GOVERNMENT;104
3.5.10;REFERENCES;107
3.6;Quality in Schools" Developing a Model for School Improvement;109
3.6.1;INTRODUCTION;109
3.6.2;A SUCCESSFUL SCHOOL: DEVELOPING THE CONSTRUCT;110
3.6.3;GENERATING THE CAPACITY FOR IMPROVEMENT;112
3.6.4;MANAGEMENT ARRANGEMENTS;113
3.6.5;CLASSROOM ARRANGEMENTS;117
3.6.6;THE IMPROVEMENT STRATEGY;120
3.6.7;ORGANISING FOR IMPROVEMENT;123
3.6.8;THE IQEA CONTRACT;123
3.6.9;THE CADRE GROUP;124
3.6.10;DEVELOPMENT AND SUPPORT;125
3.6.11;EVALUATION;125
3.6.12;SOME REFLECTIONS;126
3.6.13;REFERENCES;129
3.7;School Administration In Russia: Centralization Versus Decentralization;131
3.7.1;BACKGROUND: SOCIAL/ECONOMIC TRANSFORMATION AND SCHOOL REFORM;131
3.7.2;STUDY QUESTIONS;132
3.7.3;WHO CAN FORCE WHOM TO DO WHAT? THE SOURCES OF INFLUENCE;133
3.7.4;WHO HAS A BIGGER EFFECT ON ADMINISTRATORS- SUPERIORS OR SUBORDINATES?;135
3.7.5;INFLUENCE ON FUNCTIONAL DOMAINS BY SOURCE;135
3.7.6;IMPORTANCE OF SCHOOL ADMINISTRATORS FOLLOWING ORDERS AND BEING LOYAL TO AUTHORITIES;137
3.7.7;"DECENTRALIZATION": ALTERNATE REALITIES IN RUSSIA;137
3.7.8;SOCIO-DEMOGRAPHIC AND BIO-SOCIAL VARIATIONS;139
3.7.9;THE SUMMARY DISTRIBUTION OF ATTITUDES TOWARD CENTRALIZATION;140
3.7.10;REGIONAL DIFFERENCES;141
3.7.11;SUMMARY;143
3.7.12;NOTES;143
3.7.13;ENDNOTES;144
3.7.14;REFERENCES;145
4;II: Large Scale Strategies for School Change;146
4.1;Accelerated Schools: A Decade of Evolution;147
4.1.1;BACKGROUND;147
4.1.2;FROM CONCEPTION TO GESTATION;148
4.1.3;BIRTH OF PILOT SCHOOLS;151
4.1.4;SCALING UP: FIRST EFFORTS;154
4.1.5;REDESIGNING THE SCALING UP PROCESS;160
4.1.6;BUILDING SUPPORT STRUCTURES;162
4.1.7;A POSTSCRIPT;167
4.1.8;REFERENCES;168
4.2;Systemic Reform in a Federal System" The National Schools Project;171
4.2.1;THE NATIONAL SCHOOLS PROJECT;171
4.2.2;THE NATIONAL AGENDA;172
4.2.3;THE POLITICS OF THE ALLIANCE;174
4.2.4;THE FOCUS OF THE PROJECT AND HOW IT WAS TO WORK;176
4.2.5;THE SPECIAL FEATURES OF THE NSP REFORM STRATEGY;178
4.2.6;DID IT WORK?;179
4.2.7;WHAT WENT WRONG?;183
4.2.8;CONCLUSIONS;188
4.2.9;ENDNOTES;193
4.2.10;REFERENCES;193
4.3;Large-Scale Change: The Comer Perspective;195
4.3.1;THE AMERICAN CONTEXT FOR SCHOOL REFORM;195
4.3.2;PROGRAM HISTORY;200
4.3.3;PROGRAM DESCRIPTION;202
4.3.4;THE ACTION RESEARCH PROCESS;211
4.3.5;THE SDP GUIDE TO SYSTEMIC REFORM;212
4.3.6;CONCLUSION;215
4.3.7;REFERENCES;216
4.4;New Roles for Community Services in Educational Reform;217
4.4.1;INTRODUCTION;217
4.4.2;COORDINATED CHILDREN'S SERVICES AND THE SCHOOL-SITE;219
4.4.3;COMMUNITY DEVELOPMENT AND THE SCHOOL-SITE;221
4.4.4;COORDINATED SERVICES, ENTERPRISE ZONES, AND SCHOOL REFORM;223
4.4.5;CONCLUSION;228
4.4.6;ENDNOTES;230
4.4.7;REFERENCES;230
5;III: Professional Development for Reform;233
5.1;Teacher Unions and Educational Reform;234
5.1.1;THE LOGIC OF REFORM;236
5.1.2;REFORM STRATEGIES;240
5.1.3;CHALLENGES;247
5.1.4;REFERENCES;251
5.2;Teacher Development and Educational Reform;255
5.2.1;TOWARD A GROUNDED THEORY;256
5.2.2;KNOWLEDGE AND INTERPRETIVE FRAMEWORKS;261
5.2.3;IDEOLOGY AND POLITICAL FRAMEWORKS;267
5.2.4;PEDAGOGY FOR SOCIAL CHANGE IN K-12 CONTEXTS;271
5.2.5;TEACHER EDUCATION AS INQUIRY;275
5.2.6;CONCLUSION: TEACHER EDUCATION FOR SOCIAL CHANGE;280
5.2.7;ENDNOTES;282
5.2.8;REFERENCES;283
5.3;Norms and Politics of Equity-Minded Change: Researching the "Zone of Mediation";291
5.3.1;HOW A NEUTRAL CHANGE LITERATURE FALLS SHORT;292
5.3.2;EQUITY-MINDED REFORMS CONFRONT SCHOOLS' "ZONES OF NORMATIVE AND POLITICAL MEDIATION";296
5.3.3;DETRACKING REFORMS STRUGGLE WITHIN THE "ZONES";301
5.3.4;REFRAMING THE CHANGE LITERATURE TO BETTER ACCOUNT FOR EQUITY-MINDED REFORMS;305
5.3.5;INQUIRY FOR EQUITY-MINDED REFORMERS: PROMISING NON-NEUTRAL DIRECTIONS;308
5.3.6;ENDNOTES;311
5.3.7;REFERENCES;312
5.4;Restructuring Schools for Improving Teaching;315
5.4.1;CHARACTERISTICS OF THE LITERATURE;316
5.4.2;THE LOGIC OF RESTRUCTURING;316
5.4.3;THE DRIVERS OF RESTRUCTURING;317
5.4.4;RESEARCH ON RESTRUCTURING AND CLASSROOM TEACHING;319
5.4.5;CONCLUSIONS;338
5.4.6;REFERENCES;340
5.5;Teaching Standards" Foundations for Professional Development Reform;345
5.5.1;THE IDEA OF A "PROFESSIONAL DEVELOPMENT SYSTEM";346
5.5.2;A STANDARDS-GUIDED PROFESSIONAL DEVELOPMENT SYSTEM;348
5.5.3;RATIONALE FOR THE STANDARDS-GUIDED MODEL;349
5.5.4;STANDARDS AND TEACHING: THE EMERGING PICTURE;352
5.5.5;STANDARDS AND PROFESSIONAL DEVELOPMENT;355
5.5.6;STANDARDS AND TEACHERS' CAREERS;357
5.5.7;THE NBPTS: AN EXAMPLE OF AN EMBRYONIC STANDARDS- GUIDED PD SYSTEM;360
5.5.8;HOW CAN STANDARDS FOSTER PROFESSIONAL COMMUNITY?;363
5.5.9;CONCLUDING COMMENTS;366
5.5.10;REFERENCES;368
5.6;International Handbook of Educational Change - Table of Contents;371