International Handbook of Educational Change: Part Two

by Andy Hargreaves (Editor), A. Lieberman (Editor), M. Fullan (Editor), D.W. Hopkins (Editor)

Overview

The International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this book an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.

Product Details

ISBN-13:	9789401060745
Publisher:	Springer Netherlands
Publication date:	01/22/2013
Series:	Springer International Handbooks of Education , #5
Edition description:	Softcover reprint of the original 1st ed. 1998
Pages:	1367
Product dimensions:	6.30(w) x 9.45(h) x (d)

Table of Contents

Section 1: The Roots of Educational Change. Editor: A. Lieberman. 1. Listening and Learning From the Field: Tales of Policy Implementation and Situated Practice; M.W. McLaughlin. 2. A Kind of Educational Idealism: Integrating Realism and Reform; L.M. Smith. 3. Change and Tradition in Education: The Loss of Community; M. Holmes. 4. Unfinished Work: Reflections on Schoolteachers; D. Lortie. 5. Ecological Images of Change: Limits and Possibilities; K. Sirotnik. 6. Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study; J. Giacquinta. 7. Three Perspectives on School Reform; E. House, P. McQuillan. 8. Finding Keys to School Change: A 40-Year Odyssey; M. Miles. 9. World War II and Schools; S. Sarason. 10. School-Based Curriculum Development; M. Skilbeck. 11. Patterns of Curriculum Change; I. Goodson. 12. Educational Reform, Modernity and Pragmatism; C.H. Cherryholmes. 13. The Vital Hours: Reflecting on Research on Schools and Their Effects; P. Mortimore. 14. Redefining the Role of Educators After Reaganism; H. Giroux. Section 2: Contexts and Challenges of Educational Change. Editor: A. Hargreaves. 1. Educational Change: Easier Said Than Done; D. Fink, L. Stoll. 2. Globalization and Educational Change; A. Stuart Wells, et al. 3. Markets, Choices, and Educational Change; W. Boyd. 4. New Information Technologies and the Ambiguous Future of Schooling: SomePossible Scenarios; C. Bigum, J. Kenway. 5. Public Education in a Corporate-Dominated Culture; H.-J. Robertson. 6. Cultural Difference and Educational Change in a Sociopolitical Context; S. Nieto. 7. Language Issues and Educational Change; J. Cummins. 8. The Politics of Gender and Educational Change: Managing Gender or Changing Gender Relations? J. Blackmore. 9. School-Family-Community Partnerships and Educational Change: International Perspectives; M.G. Sanders, J.L. Epstein. 10. The Purpose of Educational Change; M. Greene. 11. Restructuring and Renewal: Capturing the Power of Democracy; L. Allen, C.D. Glickman. 12. Reculturing Schools: Lessons from the Field; L. Miller. 13. The Micropolitics of Educational Change; J. Blase. 14. Organization, Market and Community as Strategies for Change: What Works Best for Deep Changes in Schools; T.J. Sergiovanni. 15. Authenticity and Educational Change; D. Meier. 16. Organizational Learning and Educational Change; W. Mulford. 17. The Emotion of Educational Change; A. Hargreaves. 18. Policy and Change: Getting Beyond Bureaucracy; L. Darling-Hammond. Section 3: Fundamental Change. Editor: M. Fullan. A: Macro Change. 1. Beyond Bloom's Taxonomy: Rethinking Knowledge for the Knowledge Area; C. Bereiter, M. Scardamalia. 2. Human Development in the Learning Society; D. Keating. 3. Networks, Coalitions and Partnerships for Educational Reform: Working Across and Between the Lines; A. Lieberman. 4.

Editorial Reviews

Dedicated to Matthew B. Miles, these volumes cover: the foundations of the field of theory and research on educational change, with authors of some of the most formative pieces of research and thinking reexamining their work and assessing its value; the leading edges of educational change theory and practice, including discussions of controversial and unaddressed issues in the educational change literature such as the racial and gender dimensions of educational change; large-scale strategies and the influence upon educational change of teacher unions, governing bodies or councils, universities, governments and other groups; and what has been achieved and what still has to be learned about the process of school improvement. Annotation c. by Book News, Inc., Portland, Or.

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