The Fourth Way: The Inspiring Future for Educational Change [NOOK Book]

Overview

This book analyzes three previous major change efforts, outlines their strengths and limitations, and offers a successful and sustainable fourth way to integrate teacher professionalism, community engagement, government policy, and accountability.
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The Fourth Way: The Inspiring Future for Educational Change

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Overview

This book analyzes three previous major change efforts, outlines their strengths and limitations, and offers a successful and sustainable fourth way to integrate teacher professionalism, community engagement, government policy, and accountability.
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Product Details

  • ISBN-13: 9781452273761
  • Publisher: SAGE Publications
  • Publication date: 8/14/2009
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 168
  • File size: 2 MB

Meet the Author

Andy Hargreaves is the Thomas More Brennan Chair at the Lynch School of Education, Boston College, and the elected Visiting Professor at the Institute of Education, London. He is the editor-in-chief of the Journal of Educational Change and serves as leading editor of the first and second International Handbook of Educational Change. Hargreaves is the cofounder and former director of the International Centre for Educational Change at the Ontario Institute for Studies in Education in Toronto.

Dennis Shirley is professor at the Lynch School of Education at Boston College. Shirley's educational work spans from the nitty-gritty micro-level of assisting beginning teachers in complex school environments to the macro-level of designing and guiding large-scale research and intervention projects for school districts, states, and networks. Shirley was the first US scholar to document the rise of community organizing as an educational change strategy, and his activities in this arena have led to multiple long-term collaborations and a steady stream of speaking engagements and visiting professorships in the United States, Canada, Ireland, Germany, Austria, Spain, Italy, the United Kingdom, and Japan.

Shirley publishes frequently in Educational Leadership, the Phi Delta Kappan, Teachers College Record, and Education Week. With colleague Andy Hargreaves, he recently conducted a study of over 300 secondary schools in the United Kingdom affiliated with the Raising Achievement Transforming Learning network of the Specialist Schools and Academies Trust. In addition, Shirley and Hargreaves completed a study of the Alberta Initiative for School Improvement, a network sponsoring lateral learning within and across schools in the world’s second highest-achieving jurisdiction after Finland.

Fluent in German, Shirley recently has spoken at and advised the Free University of Berlin, the University of Vienna, the University of Hildesheim, and the University of Dortmund on topics ranging from community engagement in schools to the reform of teacher education. At home in Boston, MA, Shirley is in the fourth year of leading a teacher inquiry seminar along with teacher leader Elizabeth MacDonald that is described in their recently published Teachers College Press book, The Mindful Teacher.

Shirley has received numerous scholarly awards, including fellowships from the Alexander von Humboldt Foundation in Bad Godesberg, Germany, and the Rockefeller Study and Conference Center in Bellagio, Italy. He holds a doctoral degree from Harvard University.

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Table of Contents

Preface
Acknowledgments
About the Authors
1. The Three Ways of Change
2. The Three Paths of Distraction
3. The Four Horizons of Hope
4. The Fourth Way
Endnotes
Index
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Sort by: Showing all of 3 Customer Reviews
  • Anonymous

    Posted January 6, 2014

    Shadow elders den

    Where elders stay

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  • Posted March 17, 2010

    more from this reviewer

    Clarifying, not innovative

    The book "The Fourth Way" displays a great historical background of the different ways from the past and what had led to changing them into a new way. It is smart to display a well-structured outline of previous events which led to writing the book. Also, it states the predecessors of the new way they have invented: the fourth way. Still, I'm quite sceptical about it.
    First of all, Hargreaves and Shirley describe their newly found fourth way very inspiring and innovative. I must disagree. Nearly every aspect of their way has been done before in one of the other three ways, only with a slightly different approach. For instance, the "becoming aware of the importance of an active participation of parents in the education of their children" has happened before, in the second way. The "competition of different knowledge societies" has happened before as well, in the second way going on in the third way. They have just replaced the prior words by using 21st century "new-age" words. Professionalism has been going on since the second way as well and can hardly be described as an innovative idea. Furthermore, the coherence between schools: wasn't that an idea posted in the second way as well?
    Secondly, Hargreaves and Shirley claim to have the solution of a way fit for the fast, flexible, and vulnerable new world of the 21st century. Again, my opinion differs. Their way does not demonstrate something fit for the 21st century. Instead, they've just looked at some aspects which are going on at this moment and tried to find a suitable solution to that, which, of course, has been done before. Next they created more new-age words to their plan and there you are: an innovative plan which everyone should be amazed about.
    Finally, I disagree about naming their idea "the fourth way". I do not think it is such a new way it can be named the fourth. It is merely a revised version of the third way.
    Nevertheless, I do agree with the way they've displayed their ideas. Through this book, their fourth way is presented very clearly and a lot of (sub-)goals have been described very detailed. It is a great initiative to point out different goals and create a schematic overview, such as the six different pillars, the three principles of professionalism, and the four catalysts of coherence. Policymakers should definitely read this book to get informed in a way which could really change educational policy. The change is in the way the ideas are displayed. Now the different sub-goals are so specifically posted, there should be no ambiguities whatsoever anymore.
    To conclude, their method of writing certainly clarifies matters. The matters they write about are just not as expected: new.

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  • Anonymous

    Posted March 14, 2010

    No text was provided for this review.

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