Lieberman The Roots of Educational Change

International Handbook of Educational Change
2005
ISBN: 978-1-4020-4451-9
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 274 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, 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.

Autoren/Hrsg.

Lieberman, Ann

Inhaltsverzeichnis

1;Table of Contents;6
2;International Handbook of Educational Change - Introduction;8
2.1;REFERENCES;12
3;Preface;13
4;Introduction The Growth of Educational Change as a Field of Study: Understanding its Roots and Branches;15
4.1;POST WORLD WAR II AND THE CHANGING SOCIETY;15
4.2;IMPROVING SCHOOLS THROUGH CURRICULUM REFORM;16
4.3;CHANGING SCHOOLS AND THE CIVIL RIGHTS MOVEMENT;17
4.4;LEARNING FROM LARGE SCALE SOCIAL LEGISLATION;17
4.5;THE TEACHERS' WORLD AND THE IMPROVEMENT OF PRACTICE;18
4.6;SCHOOLS AS CULTURES AND THE CHANGE PROBLEM;18
4.7;LINKING INNOVATION AND SCHOOL IMPROVEMENT;19
4.8;THE IMPLEMENTATION PROBLEM: LINKING POLICY TO PRACTICE.;19
4.9;APPLIED BEHAVIORAL SCIENCE: FOCUSING ON RELATIONSHIPS AND GROUP PROCESS;20
4.10;CULTIVATING THE ROOTS AND BRANCHES OF THE FIELD OF EDUCATIONAL CHANGE;21
4.11;REFERENCES;21
5;I: The Roots;23
5.1;World War II and Schools;24
5.1.1;REFERENCES;37
5.2;Finding Keys to School Change: A 40-Year Odyssey;38
5.2.1;CONVENTIONAL WISDOM ABOUT SCHOOL CHANGE;38
5.2.2;A SCHOOL CHANGE ODYSSEY;40
5.2.3;CONCLUDING REMARKS;61
5.2.4;ENDNOTES;65
5.2.5;REFERENCES;66
5.3;Listening and Learning from the Field: Tales of Policy Implementation and Situated Practice;71
5.3.1;DISCOVERING THE IMPLEMENTATION PROBLEM;71
5.3.2;THE RAND CHANGE AGENT STUDY;72
5.3.3;CONTEXTS THAT AFFECT TEACHING AND LEARNING;74
5.3.4;FEATURES OF TEACHERS' LEARNING COMMUNITIES;77
5.3.5;IMPLEMENTATION REDUX;79
5.3.6;ENDNOTES;84
5.3.7;REFERENCES;85
5.4;The Vital Hours: Reflecting on Research on Schools and their Effects;86
5.4.1;THE CONTEXT OF EDUCATION IN THE EARLY 1970'S;86
5.4.2;FIFTEEN THOUSAND HOURS;88
5.4.3;REACTIONS TO THE STUDY;90
5.4.4;THE ACHIEVEMENTS OF THE STUDY;92
5.4.5;SUBSEQUENT STUDIES OF SCHOOL EFFECTS;92
5.4.6;SCHOOL MATTERS;93
5.4.7;ELEVEN FACTORS FOR EFFECTIVE SCHOOLS;94
5.4.8;FURTHER STUDIES;95
5.4.9;THE LEGACY OF FIFTEEN THOUSAND HOURS;96
5.4.10;WHAT ARE THE IMPLICATIONS FOR FUTURE RESEARCH OF THIS TYPE OF RESEARCH?;96
5.4.11;REFERENCES;97
5.5;A Kind of Educational Idealism: Integrating Realism and Reform;101
5.5.1;FORESHADOWING THE ISSUES;101
5.5.2;THE REALITIES OF COMPLEXITIES;101
5.5.3;EXPLORING DOMAINS OF EDUCATIONAL INNOVATION;103
5.5.4;SUMMARY AND CONCLUDING IDEAS;118
5.5.5;REFERENCES;120
5.6;School-Based Curriculum Development;122
5.6.1;TEACHER PROFESSIONAL DEVELOPMENT AND PARTICIPATION: A RETROSPECTIVE;123
5.6.2;A REGIONAL PROJECT: CULTURAL CULTURAL STUDIES IN NORTHERN IRELAND;135
5.6.3;A NATIONAL CURRICULUM DEVELOPMENT CENTRE: AUSTRALIA;137
5.6.4;THE ROLE OF A NATIONAL CURRICULUM AND EXAMINATIONS COUNCIL: ENGLAND AND WALES;141
5.6.5;FREEDOM FOR CURRICULUM MAKING IN THE UNIVERSITY;142
5.6.6;CONCLUSION;144
5.6.7;REFERENCES;145
5.7;Unfinished Work: Reflections on Schoolteacher;146
5.7.1;CONTINUITIES: ITEMS FOR THE RESEARCH AGENDA;146
5.7.2;CHANGES IN THE CONTEXT OF TEACHER WORK;154
5.7.3;ENDNOTES;162
5.7.4;REFERENCES;163
5.8;Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study;164
5.8.1;THE SCHOOL CHANGE CLIMATE IN THE 1960'S;164
5.8.2;OUR APPRAISAL OF THIS EDUCATIONAL CLIMATE;165
5.8.3;THE CAMBIRE CHANGE PROJECT (1966-68): FITS AND STARTS;166
5.8.4;WHAT SUBSEQUENTLY HAPPENED AT CAMBIRE;169
5.8.5;SOME LASTING CONCLUSIONS FROM CAMBIRE;171
5.8.6;OTHER DIRECTIONS FOR RESEARCH ON EDUCATIONAL CHANGE;177
5.8.7;ENDNOTES;178
5.8.8;REFERENCES;180
5.9;Ecological Images of Change: Limits and Possibilities;182
5.9.1;ROOTS;185
5.9.2;ECOLOGICAL IMAGES AT WORK;187
5.9.3;BEYOND ECOLOGICAL IMAGES;190
5.9.4;ENDNOTES;196
5.9.5;REFERENCES;198
5.10;Three Perspectives on School Reform;199
5.10.1;RELATIONSHIP TO DISCIPLINARY KNOWLEDGE;200
5.10.2;CHICAGO DECENTRALIZATION;201
5.10.3;CENTRAL PARK EAST SECONDARY SCHOOL;202
5.10.4;GREEN VALLEY JUNIOR/SENIOR HIGH SCHOOL;203
5.10.5;THE DUBUQUE PUBLIC SCHOOLS;206
5.10.6;SUMMARY POINTS;209
5.10.7;A CHECKLIST FOR INNOVATION;212
5.10.8;ENDNOTES;213
5.10.9;REFERENCES;213
5.11;The Meaning of Educational Change: A Quarter of a Century of Learning;215
5.11.1;GETTING READY: THE '50S AND '60S;215
5.11.2;THE IMPLEMENTATION DECADE 1972-1982;218
5.11.3;THE MEANING DECADE 1982-92;220
5.11.4;THE CHANGE CAPACITY DECADE (1992-?);222
5.11.5;REFLECTIONS;225
5.11.6;REFERENCES;228
6;II: Expanding the Dialogue;230
6.1;Patterns of Curriculum Change;231
6.1.1;PATTERNS OF CURRICULUM CHANGE;231
6.1.2;SCHOOL SUBJECTS: INTERNAL AFFAIRS AND EXTERNAL RELATIONS;232
6.1.3;THE STRUCTURAL CONTEXT OF SCHOOL SUBJECTS: AN EXAMPLE;233
6.1.4;SCHOOL SUBJECTS AND POLITICAL PROCESS;237
6.1.5;CONCLUSION;240
6.1.6;REFERENCES;241
6.2;Change and Tradition in Education: The Loss of Community;242
6.2.1;INTRODUCTION;242
6.2.2;THE SOCIAL CONTEXT OF EDUCATIONAL CHANGE;243
6.2.3;THE SCHOOL CHANGE/IMPROVEMENT MOVEMENT;245
6.2.4;CENTRAL OBJECTIONS TO THE SCHOOL CHANGE AND IMPROVEMENT MOVEMENT;246
6.2.5;CONCLUSION;254
6.2.6;ENDNOTES;259
6.2.7;REFERENCES;260
6.3;Educational Reform, Modernity, and Pragmatism;261
6.3.1;EDUCATIONAL RE-FORM AS AN ANTI-MODERNIST PROJECT;265
6.3.2;EDUCATIONAL REFORM AS A MODERNIST PROJECT.;268
6.3.3;EDUCATIONAL REFORM AS A PRAGMATIST PROJECT;270
6.3.4;CONCLUSION.;276
6.3.5;ENDNOTES;277
6.3.6;REFERENCES;278