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The Practice and Theory of School Improvement International Handbook of Educational Change

:	David Hopkins
:	David Hopkins
:	The Practice and Theory of School Improvement International Handbook of Educational Change
:	Springer-Verlag
:	9781402044526
:	1
:	CHF 47.50
:

:	Bildungswesen
:	English

:	312
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

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.

	Table of Contents	6
	International Handbook of Educational Change - Introduction	8
	REFERENCES	12
	Introduction Tensions in and Prospects for School Improvement	13
	DEFINING SCHOOL IMPROVEMENT	14
	SOURCES OF SCHOOL IMPROVEMENT	16
	KEY ISSUES FOR SCHOOL IMPROVEMENT	26
	PROGRAMME LEVEL	29
	SCHOOL LEVEL	30
	DISTRICT LEVEL	30
	CODA	31
	ENDNOTES	32
	REFERENCES	32
	I: Towards a Theory of School Development	34
	Developing the Twenty-First Century School: A Challenge to Reformers	35
	SCHOOL REFORM OR STATUS QUO?	36
	YESTERDAY AND TOMORROW	37
	THE PARADIGM SHIFT	37
	THE LOCAL FORCES	39
	LEARNING NEEDS OF CHILDREN AND YOUTH	40
	WHAT IS A GOOD SCHOOL?	40
	CHALLENGES TO SCHOOLS	41
	WHAT DO WE KNOW ABOUT THE CHANGE PROCESS?	42
	REAL NEEDS?	42
	ADVICE TO THE BOTTOM	42
	ADVICE TO THE TOP	43
	GENERAL IMPLEMENTATION ADVICE	44
	IS THIS ADVICE BASED ON SCHOOL IMPROVEMENT RESEARCH?	45
	WOULD IT WORK WORLD WIDE?	46
	THE ROLE OF SCHOOL IMPROVEMENT RESEARCH	48
	REFERENCES	48
	Reconnecting Knowledge Utilization and School Improvement: Two Steps Forward, One Step Back	50
	STATE OF THE ART	51
	NEW PERSPECTIVES	56
	PARADIGM SHIFT OR PARADIGM REVOLUTION?	65
	SOME IMPLICATIONS FOR PRACTICE	66
	ENDNOTES	68
	REFERENCES	69
	The School Effectiveness Knowledge Base as a Guide for School Improvement	72
	THE CONCEPTUAL MAP OF SCHOOL EFFECTIVENESS: CRITERIA AND MODES	72
	THE EMPIRICAL KNOWLEDGE BASE ON SCHOOL EFFECTIVENESS	84
	CONCLUSION: IMPLICATIONS FOR SCHOOL IMPROVEMENT AND IMPROVEMENT-ORIENTED SCHOOL MANAGEMENT	87
	REFERENCES	89
	II: The Contemporary Context of School Improvement	92
	School Evaluation and Improvement: A Scandinavian View	93
	THE GOVERNANCE OF SCANDINAVIAN SCHOOLS.	95
	EVALUATION AS A TOOL FOR SCHOOL IMPROVEMENT.	97
	THE RELATIONSHIP BETWEEN SCHOOL EVALUATION AND SCHOOL IMPROVEMENT	105
	REFERENCES	106
	Quality Assurance Reviews as a Catalyst for School Improvement in Australia	109
	INTRODUCTION	109
	VARIATION IN STUDENT LEARNING ATTRIBUTABLE TO SCHOOLS	110
	SOME FUNDAMENTALS OF SUCCESSFUL EDUCATIONAL CHANGE	112
	THE POLITICS OF SCHOOL IMPROVEMENT AND ACCOUNTABILITY	114
	THE FRAMEWORK FOR ASSURING QUALITY IN EDUCATION	116
	REVIEWS OF SCHOOL PERFORMANCE AND EFFECTIVENESS	121
	DISCUSSION AND CONCLUSIONS	132
	ENDNOTES	135
	REFERENCES	135
	Assessment and Accountability in Kentucky: How High Stakes Affects Teaching and Learning	137
	INTRODUCING NEW STATE TESTING: KIRIS	139
	CHANGES AFFECTING KIRIS: 1991-1996	140
	OUTCOMES	140
	ASSESSMENT	141
	LOCAL CONTROL OF CURRICULUM	142
	ACCOUNTABILITY	143
	EXPECTED RATE OF IMPROVEMENT	144
	INCENTIVES	145
	DISCUSSION	145
	TEACHER-STUDENT RELATIONSHIP	145
	INSTRUCTIONAL EFFECTS OF KIRIS	146
	ALTERNATIVE APPROACHES	148
	ENDNOTES	150
	REFERENCES	151
	Ill: Tensions and Contrasts in School Improvement Strategies	153
	Innovations in Planning for School Improvement: Problems and Potential	154
	CHANGE IN PERSPECTIVE	155
	SCHOOL SELF EVALUATION	159
	TRANSITION TO SCHOOL DEVELOPMENT PLANNING	162
	PUTTING DEVELOPMENT PLANNING INTO PRACTICE	165
	DESIGN FAULT OR IMPLEMENTATION PROBLEM?	168
	REFERENCES	173
	Curriculum Reform, Educational Change and School Improvement	176
	INDEPENDENCE OR ABSORPTION?	178
	THE CASE OF THE TVEI	180
	CTCS AND EDUCATIONAL CHANGE	181
	TEACHERS AND CURRICULUM REFORM	183
	CONCLUSIONS	186
	REFERENCES	186
	The Conduct of Inquiry on Teaching: The Search for Models more Effective than the Recitation	189
	DEBATE: IS THERE A SCIENCE-BASED KNOWLEDGE ABOUT TEACHING?	191
	CAN THERE BE A KNOWLEDGE BASE? OR, IS POSITIVISM DEAD?	191
	OUR WORK AS PROFESSIONALS	193
	DO WE KNOW ANYTHING?: SOME WAKE-UP CALLS	195
	THE RECITATION: CULTURAL WISDOM AND EDUCATION	198
	THE STUDY OF TEACHING: HAVE RELIABLE MODELS EMERGED?	201
	THE STUDENT IN THE EQUATION: GENDER AND SOCIOECONOMIC FACTORS