Uh-oh, it looks like your Internet Explorer is out of date.
For a better shopping experience, please upgrade now.
The Education We Need for a Future We Can't Predict
Improve Schools and Transform Education
In order for educational systems to change, we must reevaluate deep-seated beliefs about learning, teaching, schooling, and race that perpetuate inequitable opportunities and outcomes. Hatch, Corson, and Gerth van den Berg challenge the narrative when it comes to the "grammar of schooling"--or the conventional structures, practices, and beliefs that define educational experiences for so many children—to cast a new vision of what school could be.
The book addresses current systemic problems and solutions as it:
Highlights global examples of successful school change
Describes strategies that improve educational opportunities and performance
Explores promising approaches in developing new learning opportunities
Outlines conditions for supporting wide-scale educational improvement
This provocative book approaches education reform by highlighting what works, while also demonstrating what can be accomplished if we redefine conventional schools. We can make the schools we have more efficient, more effective, and more equitable, all while creating powerful opportunities to support all aspects of students’ development.
"You won’t find a better book on system change in education than this one. We learn why schools don’t change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. Above all, The Education We Need renders complexity into clarity as the writing is so clear and compelling. A powerful read on a topic of utmost importance."
~Michael Fullan, Professor Emeritus, OISE/Universtiy of Toronto
"I cannot recommend this book highly enough – Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students."
~Carol Campbell, Associate Professor, Ontario Institute for Studies in Education, University of Toronto
1137581606
The Education We Need for a Future We Can't Predict
Improve Schools and Transform Education
In order for educational systems to change, we must reevaluate deep-seated beliefs about learning, teaching, schooling, and race that perpetuate inequitable opportunities and outcomes. Hatch, Corson, and Gerth van den Berg challenge the narrative when it comes to the "grammar of schooling"--or the conventional structures, practices, and beliefs that define educational experiences for so many children—to cast a new vision of what school could be.
The book addresses current systemic problems and solutions as it:
Highlights global examples of successful school change
Describes strategies that improve educational opportunities and performance
Explores promising approaches in developing new learning opportunities
Outlines conditions for supporting wide-scale educational improvement
This provocative book approaches education reform by highlighting what works, while also demonstrating what can be accomplished if we redefine conventional schools. We can make the schools we have more efficient, more effective, and more equitable, all while creating powerful opportunities to support all aspects of students’ development.
"You won’t find a better book on system change in education than this one. We learn why schools don’t change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. Above all, The Education We Need renders complexity into clarity as the writing is so clear and compelling. A powerful read on a topic of utmost importance."
~Michael Fullan, Professor Emeritus, OISE/Universtiy of Toronto
"I cannot recommend this book highly enough – Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students."
~Carol Campbell, Associate Professor, Ontario Institute for Studies in Education, University of Toronto
31.0
In Stock
51
The Education We Need for a Future We Can't Predict
In order for educational systems to change, we must reevaluate deep-seated beliefs about learning, teaching, schooling, and race that perpetuate inequitable opportunities and outcomes. Hatch, Corson, and Gerth van den Berg challenge the narrative when it comes to the "grammar of schooling"--or the conventional structures, practices, and beliefs that define educational experiences for so many children—to cast a new vision of what school could be.
The book addresses current systemic problems and solutions as it:
Highlights global examples of successful school change
Describes strategies that improve educational opportunities and performance
Explores promising approaches in developing new learning opportunities
Outlines conditions for supporting wide-scale educational improvement
This provocative book approaches education reform by highlighting what works, while also demonstrating what can be accomplished if we redefine conventional schools. We can make the schools we have more efficient, more effective, and more equitable, all while creating powerful opportunities to support all aspects of students’ development.
"You won’t find a better book on system change in education than this one. We learn why schools don’t change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. Above all, The Education We Need renders complexity into clarity as the writing is so clear and compelling. A powerful read on a topic of utmost importance."
~Michael Fullan, Professor Emeritus, OISE/Universtiy of Toronto
"I cannot recommend this book highly enough – Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students."
~Carol Campbell, Associate Professor, Ontario Institute for Studies in Education, University of Toronto
Thomas Hatch (@tch960) is a Professor at Teachers College, Columbia University and Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His research includes studies of school improvement efforts at the school, district, and national levels. His latest book, The Education We Need for a Future We Can’t Predict(Corwin, 2021), focuses on efforts to create more powerful learning experiences both inside and outside schools in developed and developing contexts. He is also the founder and managing editor of internationalednews.com. He previously served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching. His other books include Managing to Change: How Schools can Survive (and Sometimes Thrive) in Turbulent Times (Teachers College Press, 2009); Into the Classroom: Developing the Scholarship of Teaching and Learning (Teachers College Press, 2005); and School Reform Behind the Scenes (Teachers College Press, 1999). Learn more about Tom and keep up with his latest blog posts at thomashatch.org.
Jordan Corson is an assistant professor of education and affiliated faculty member of immigration studies at Stockton University. He recently completed his doctorate at Teachers College, Columbia University, where he defended his dissertation, Undocumented Educations: Everyday Educational Practices of Recently Immigrated Youth Beyond Inclusion/Exclusion. Jordan has published research in the fields of education and philosophy, educational change, and teacher education. His research takes up ethnographic and historical methods to interrogate issues of transnational migration and curriculum studies through anti-colonial and abolitionist praxis.
Sarah Gerth van den Berg is a doctoral candidate at Teachers College, Columbia University. Her research explores the design and theory of curriculum involving nontraditional spaces, materials, and processes. She has published in the fields of curriculum studies, participatory arts-based practices, and out of school learning.
List of Figures List of Programs Preface An Education in Schools An Education in School Reform Why This Book? Acknowledgments About the Authors Introduction School Improvement in (Norwegian) Perspective Improving Schools and Transforming Education Design and Organization PART 1: WHY SHOULD SCHOOLS CHANGE? Chapter 1: Increasing Access and Quality What Has Improved in Schooling in the Developing World? What Has Improved in Established Educational Systems? Improvement Is Not Enough The Bottom Line Chapter 2: Establishing Equitable Learning Opportunities Equity, Opportunity, and Education The Vicious Cycle: Economic Inequality + Inequality of Educational Opportunity Separate and Unequal How Inequality Adds Up The Bottom Line Chapter 3: Learning With Purpose What Are Schools For? The Power of Unanticipated Learning The Education We Need for a Future We Can’t Predict The Bottom Line Key Ideas From Part 1 PART 2: WHY DON’T SCHOOLS CHANGE? Chapter 4: The “Grammar of Schooling” Always Pushes Back The Possibilities of Incremental Improvement The Challenges of Radical Change What It Really Takes to Improve Chapter 5: Beliefs Endure, but Times Change “Real School” and “Real Learning” Real Differences in Values Turbulent Conditions Improving in “Niches” Key Ideas From Part 2 PART 3: HOW CAN SCHOOLS IMPROVE? Chapter 6: From Common Concerns to High-Leverage Problems Identifying Common Needs and Concerns From Common Concerns to High-Leverage Problems High-Leverage Problems and Foundational Skills From High-Leverage Problems to Systemic Improvement Looking for Leverage: Finding Productive Problems Chapter 7: Solving Problems and Developing Micro-Innovations Micro-Innovations for Teaching and Learning Expanding the Power of Educators Micro-Innovations Across the System Micro-Innovations Beyond the Classroom An Abundance of Needs and Possibilities Key Ideas From Part 3 PART 4: HOW CAN EDUCATION CHANGE? Chapter 8: The Conditions for Learning Plugging Into Schools Finding the Right Fit Scaling Into School Systems Chapter 9: From Possibilities to Practice Building the Infrastructure for New Forms of Learning Evolution and Expansion of the Infrastructure for Learning Spandrels: Planning for Unpredictable Opportunities Creating the Conditions for Improvement Key Ideas From Part 4 PART 5: WHAT DOES IT TAKE TO CHANGE SCHOOL SYSTEMS? Chapter 10: Capacity-Building Investing in Expertise and Materials Relationships and Social Networks From “Best Practice” to Comprehensive Support Chapter 11: Coherence and Common Understanding What Does Curriculum “Renewal” in Finland Really Entail? Coherence Inside and Outside Schools in Singapore Beyond Alignment Chapter 12: Collective Responsibility Trust in Society Accountability, Answerability, and Responsibility Building the Capacity for Collective Responsibility Improvement in a Norwegian Context The Mechanisms That Can Support Education Into the Future Key Ideas From Part 5 PART 6: CONCLUSION/REPRISE Chapter 13: From Improvements to Movements Pursue a Series of High-Leverage Problems Develop New Approaches to Critical Challenges Take Small Steps to Make Big Changes Key Ideas for Creating the Education We Need Condense Schooling and Increase Learning Chapter 14: The Problems and Possibilities for Improvement in Every System Improvement in Context Steering Toward the Future Between Nudges and Disruption High-Leverage Leadership References Index
