The Roots of Educational Change: International Handbook of Educational Change

Description

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. Introduction: The Growth of Educational Change as a Field of Study: Understanding its Roots and Branches....Pages 1-8 Front Matter....Pages 9-9 World War II and Schools....Pages 11-24 Finding Keys to School Change: A 40-Year Odyssey....Pages 25-57 Listening and Learning from the Field: Tales of Policy Implementation and Situated Practice....Pages 58-72 The Vital Hours: Reflecting on Research on Schools and their Effects....Pages 73-87 A Kind of Educational Idealism: Integrating Realism and Reform....Pages 88-108 School-Based Curriculum Development....Pages 109-132 Unfinished Work: Reflections on Schoolteacher....Pages 133-150 Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study....Pages 151-168 Ecological Images of Change: Limits and Possibilities....Pages 169-185 Three Perspectives on School Reform....Pages 186-201 The Meaning of Educational Change: A Quarter of a Century of Learning....Pages 202-216 Front Matter....Pages 217-217 Patterns of Curriculum Change....Pages 219-229 Change and Tradition in Education: The Loss of Community....Pages 230-248 Educational Reform, Modernity, and Pragmatism....Pages 249-266