Hargreaves / Lieberman / Fullan Second International Handbook of Educational Change

1. Auflage 2010
ISBN: 978-90-481-2660-6
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 23, 1077 Seiten

Reihe: Springer International Handbooks of Education

The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.

Autoren/Hrsg.

Hargreaves, Andy

Lieberman, Ann

Fullan, Michael

Hopkins, David

Inhaltsverzeichnis

1;Part 1;2
1.1;Contents;6
1.2;Introduction: Ten Years of Change;11
1.2.1; Ten Years After;12
1.2.1.1; Bigger;12
1.2.1.2; Tighter;14
1.2.1.3; Harder;16
1.2.1.4; Flatter;18
1.2.2; Ten Years More;18
1.2.3; References;21
1.3;Part I Theories of Change;22
1.3.1;Better Schools Through Better Knowledge? New Understanding, New Uncertainty;23
1.3.1.1; State of the Art;24
1.3.1.1.1; Renewed D''U Theory: Bringing the ''User'' Back in;24
1.3.1.1.2; Postmodernist Challenges to Traditional Thinking;26
1.3.1.1.3; Organizational Learning;27
1.3.1.1.4; A Critique of Postmodernism;28
1.3.1.1.5; An Increasing Emphasis on ''Scientific Knowledge'' for Policy Decisions;29
1.3.1.2; New Perspectives;30
1.3.1.2.1; Political Agenda-Setting;30
1.3.1.2.1.1; The Role of Knowledge in Agenda-Setting;31
1.3.1.2.1.2; Alternative Modes of Agenda-Setting;32
1.3.1.2.2; Social Networks;33
1.3.1.2.2.1; Weak Ties and Diffusion;33
1.3.1.2.2.2; Strong Ties: The Influence of Elite Networks on Knowledge Use and Change;34
1.3.1.2.3; Organizational Frames: Institutional and Cognitive;35
1.3.1.2.4; The New Institutionalism;35
1.3.1.2.4.1; Organizational Fields;36
1.3.1.2.4.2; Norms and Epistemic Communities;36
1.3.1.2.4.3; Institutionalism and Postmodernism;37
1.3.1.2.5; Making Sense and Giving Sense;37
1.3.1.2.5.1; What Is Sensemaking?;38
1.3.1.2.5.2; Sensemaking and Knowledge Use;38
1.3.1.3; Paradigm Shift or Paradigm Revolution?;39
1.3.1.3.1; Some Implications for Practice;41
1.3.1.4;References;43
1.3.2;Innovation and Diffusion as a Theory of Change;48
1.3.2.1; A Shifting Landscape;49
1.3.2.1.1; The Need for Systemic Change;51
1.3.2.1.2; The Dominance of the Bureaucratic Paradigm;52
1.3.2.1.3; Why is the Bureaucratic Model So Resilient?;54
1.3.2.2; Stemming the Flow of Learning;57
1.3.2.3; Making Innovation Systemic;58
1.3.2.3.1; Taking Diffusion Seriously;60
1.3.2.3.2; Can Open Innovation Work in Real Communities?;61
1.3.2.4; Conclusion: An Architecture for Systemic Innovation;63
1.3.2.5;References;64
1.3.3;The Psychodynamics of Educational Change;66
1.3.3.1; Feelings and Educational Institutions;67
1.3.3.2; The Affective Experience of Educational Change;68
1.3.3.3; Social Defences in Educational Institutions;69
1.3.3.3.1; Rituals and Routines;70
1.3.3.3.2; Projection and Introjection;70
1.3.3.3.3; Regression;72
1.3.3.3.4; Repression;73
1.3.3.3.5; Resistance;73
1.3.3.3.6; Splitting;74
1.3.3.4; The Unconscious at Work in Schools;74
1.3.3.5; Boundaries and Educational Change;76
1.3.3.6; The Primary Task in Educational Change and the Work Group Mentality;78
1.3.3.7; Basic Assumption Tendencies and Change Processes in Groups;78
1.3.3.8; The Importance of Affective Containment by Individuals and Organisations During Educational Change;79
1.3.3.9; Concluding Comments;80
1.3.3.10;References;81
1.3.4;Moving Change: Evolutionary Perspectives on Educational Change;84
1.3.4.1; Change as a Developmental Personal Process;84
1.3.4.2; Program and School Change as an Organizational Process over Time;89
1.3.4.3; System-Wide Change and Improvement in Student Learning;97
1.3.4.4; Concluding Remarks;101
1.3.4.5;References;101
1.3.5;A Temporary, Intermediary Organization at the Helm of Regional Education Reform: Lessons from the Bay Area School Reform Collaborative;104
1.3.5.1; BASRCs Organizational Form;104
1.3.5.1.1; Intermediary Organizations;105
1.3.5.1.2; Temporary Organizations;106
1.3.5.2; BASRC in Action;108
1.3.5.2.1; BASRC as Reform Agent;108
1.3.5.2.2; Ambitious Scale and Scope: Struggles with Regional Diversity;111
1.3.5.2.3; Ambitious Goals: Too Much, Too Soon;112
1.3.5.2.4; Staffing Issues and a Tight Timeline;113
1.3.5.2.5; Sustaining Reform: Managing the Handoff;113
1.3.5.3; Lessons for the Field: Temporary Systems, Intermediaries, and Culture Change;115
1.3.5.3.1; Address Sustainability Issues at the Start;116
1.3.5.3.2; Temporary Organizations Require Strategic Site Selection;117
1.3.5.3.3; Measurable Goals;117
1.3.5.3.4; Balancing the Tension Between Prescribing and Co-constructing;118
1.3.5.3.5; Managing Temporary Organizations;119
1.3.5.3.6; Role Clarity;119
1.3.5.4; Conclusions;120
1.3.5.5;References;121
1.3.6;Change from Without: Lessons from Other Countries, Systems, and Sectors;123
1.3.6.1; Change Alternatives;123
1.3.6.1.1; The Anglo-Saxon Obsession;124
1.3.6.2; Change Travel;125
1.3.6.3; Change Lessons;127
1.3.6.3.1; Finland;127
1.3.6.3.2; Tower Hamlets;129
1.3.6.3.3; Performing Beyond Expectations;132
1.3.6.4; Conclusion;133
1.3.6.5;References;134
1.3.7;Positive Pressure;136
1.3.7.1; Negative Forms of Pressure;137
1.3.7.2; Positive Pressure;139
1.3.7.3; A Case Example;140
1.3.7.3.1; A Sense of Focused Urgency;141
1.3.7.3.2; Partnership and Peers;141
1.3.7.3.3; Transparency of Data;142
1.3.7.3.4; Nonpunitive Accountability;143
1.3.7.3.5; Irresistible Synergy;145
1.3.7.4; Conclusion;145
1.3.7.5;References;146
1.3.8;Education for an Interdependent World: Developing Systems Citizens;148
1.3.8.1; Education for Todays World, Not Yesterdays;148
1.3.8.2; Thinking Newly, Educating for New Thinking;151
1.3.8.2.1; Systems Thinking;153
1.3.8.2.2; Authentic Youth Engagement;155
1.3.8.2.3; Rethinking Schools as Learning Communities;158
1.3.8.2.4; Education for Sustainability: Making Systems Citizenship Real;160
1.3.8.3; Learning that Lasts;163
1.3.8.4; Conclusions;165
1.3.8.5;References;168
1.3.9;Social Movement Organizing and Equity-Focused Educational Change: Shifting the Zone of Mediation;169
1.3.9.1; Reintroducing the Zone of Mediation;170
1.3.9.1.1; Reshaping the Zone Through Social Movements;173
1.3.9.1.1.1; Case Study #1: Education Adequacy and Opportunities to Learn in California;175
1.3.9.1.1.2; Case Study #2: College Preparation for All in the Los Angeles Unified School District;180
1.3.9.2; Conclusion;182
1.3.9.3;References;182
1.3.10;Community Organizing and Educational Change;185
1.3.10.1; Three Questions;187
1.3.10.2; Origins of Community Organizing for Educational Change;188
1.3.10.3; Questions of Evidence;192
1.3.10.4; Education Organizing in the Age of Accountability;193
1.3.10.5; The Three Contradictions of Education Organizing;196
1.3.10.6; Conclusion;198
1.3.10.7;References;199
1.3.11;Recent Developments in the Field of Educational Leadership: The Challenge of Complexity;203
1.3.11.1; Contextually Literate;204
1.3.11.1.1; Achieving Balance and/or Choosing between Competing Forces;204
1.3.11.1.1.1; Continuity and/or Constant Change;204
1.3.11.1.1.2; Dependence and/or Independence;205
1.3.11.1.1.3; Individualism and/or Community;205
1.3.11.1.1.4; Homogeneity and/or Heterogeneity;206
1.3.11.1.2; Broadening What Counts as Good Schooling;207
1.3.11.2; Organisationally Savvy;208
1.3.11.2.1; From Mechanistic to Organic, Living Systems;209
1.3.11.2.2; From Thin to Deep Democracy;210
1.3.11.2.3; Personalisation through Participation;210
1.3.11.2.4; From Hierarchy to Networks;211
1.3.11.2.5; Social Capital and Communities of Professional Learners;212
1.3.11.2.5.1; Social Capital;212
1.3.11.2.5.2; Communities of Professional Learners;213
1.3.11.3; Leadership Smart;215
1.3.11.4; Interrelationships among Context, Organisation and Leader: Two Models Meeting the Challenge of Complexity;216
1.3.11.4.1; Successful School Principals Project (SSPP);217
1.3.11.4.2; Leadership for Organisational Learning and Student Outcomes (LOLSO);218
1.3.11.5; Summary;219
1.3.11.6; A Concluding Comment;220
1.3.11.7;References;220
1.3.12;Large-Scale Reform in the Era of Accountability: The System Role in Supporting Data-Driven Decision Making;225
1.3.12.1; Understanding Large-Scale Educational Reform Through the Co-construction Framework;226
1.3.12.2; District Level Reform and Data-Driven Decision Making;228
1.3.12.3; Conclusion;233
1.3.12.4;References;234
1.3.13;Teacher Emotions in the Context of Educational Reforms;237
1.3.13.1; Emotionality and Educational Reform: An Overview;238
1.3.13.2; Space and Time as Sources of Social and Emotional Support for Teachers in Reform Contexts;241
1.3.13.3; The Interplay Among Teacher Emotions, Identity, and Politics;244
1.3.13.4; Implications;246
1.3.13.5;References;248
1.3.14;The Micropolitics of Educational Change and Reform: Cracking Open the Black Box;253
1.3.14.1; The Macropolitics and Micropolitics of Education;253
1.3.14.2; Micropolitical Perspectives and Educational Change and Reform;255
1.3.14.3; The Micropolitics of Life in Schools;257
1.3.14.4; The Micropolitics of Educational Change and Reform;258
1.3.14.4.1; Teachers and Educational Change and Reform;258
1.3.14.4.2; Principals and Educational Change and Reform;259
1.3.14.4.3; Middle-Level Administrators and Educational Change and Reform;261
1.3.14.4.4; Superintendents and Educational Change and Reform;262
1.3.14.4.5; School Boards and Educational Change and Reform;263
1.3.14.4.6; Future Research;264
1.3.14.5; Conclusion;265
1.3.14.6;References;266
1.4;Part II Systemic Change;275
1.4.1;How Government, Professions and Citizens Combine to Drive Successful Educational Change;276
1.4.1.1; Twenty-First-Century Solutions;278
1.4.1.2; Three Paradigms for Large-Scale Public Service;278
1.4.1.2.1; Command and Control;278
1.4.1.2.2; Quasi-Markets;279
1.4.1.2.3; Devolution and Transparency;280
1.4.1.2.4; Changing Approaches for Changing Performance;281
1.4.1.2.5; The Role of Government;282
1.4.1.2.6; Government and the Teaching Profession;284
1.4.1.2.7; Moving Towards World-Class Education;288
1.4.1.3;References;292
1.4.2;Educational Change and Demographic Change: Immigration and the Role of Educational Leadership;294
1.4.2.1; Understanding the New Immigration;295
1.4.2.2; What Schools Can Do;299
1.4.2.3; Immigration and Americas Future;303
1.4.2.4;References;305
1.4.3;Probing the Limits of Systemic Reform: The English Case;308
1.4.3.1; The Commitment to a Third Way;308
1.4.3.2; Five Strategic Challenges;310
1.4.3.3; Building on the Inheritance;311
1.4.3.4; The Court of Measurable Results;311
1.4.3.5; Rising Achievement in Secondary Schools;313
1.4.3.6; The Arena of International Comparisons;314
1.4.3.7; Systemic Thinking and the Search for Powerful Levers;315
1.4.3.7.1; The Effects of Inspection;316
1.4.3.7.2; The Impact of the National Strategies;317
1.4.3.7.3; Renewing the Comprehensive School;319
1.4.3.7.4; Spending More on the Educationally Disadvantaged;320
1.4.3.8; Changing Tack;321
1.4.3.9;References;321
1.4.4;How to Change 5,000 Schools;323
1.4.4.1; Context: The Ontario Education System;324
1.4.4.2; The Strategy;326
1.4.4.3; Elementary School Literacy and Numeracy;326
1.4.4.4; Increasing High School Graduation Rates;327
1.4.4.5; Capacity Building as a Central Focus;328
1.4.4.6; Sustaining Elements;330
1.4.4.6.1; Respect for Staff and for Professional Knowledge;331
1.4.4.6.2; Comprehensiveness;331
1.4.4.6.3; Coherence and Alignment Through Partnership;331
1.4.4.6.4; Targeted Additional Resources;332
1.4.4.6.5; Political Leadership;332
1.4.4.7; Results So Far;333
1.4.4.8; Challenges;334
1.4.4.9; Conclusion;335
1.4.4.10;References;336
1.4.5;Educational Change in Finland;337
1.4.5.1; Educational Progress in Finland since 1970;338
1.4.5.2; Global Educational-Change Controversies;343
1.4.5.3; Three Perspectives on Educational Change;347
1.4.5.4; Educational Change for a Welfare State;351
1.4.5.5; Political and Economic Context of Educational Change;353
1.4.5.6; Transfer of Educational Know-How;355
1.4.5.7; Conclusion: Waking Up for the Change;357
1.4.5.8;References;359
1.4.6;China as a Case Study of Systemic Educational Reform;363
1.4.6.1; Introduction;363
1.4.6.2; Major Themes of the Reforms;364
1.4.6.2.1; Decentralization;365
1.4.6.2.1.1; Initiatives of Decentralization;365
1.4.6.2.1.2; Chinese Way of Decentralization;366
1.4.6.2.2; Marketization;367
1.4.6.2.2.1; Initiatives of Marketization;367
1.4.6.2.2.2; Chinese Way of Marketization;368
1.4.6.3; Driving Forces of the Reforms;370
1.4.6.4; Assessing the Reforms;371
1.4.6.5; Conclusions;373
1.4.6.6;References;374
1.4.7;Educational Leadership in Racially Divided Communities;376
1.4.7.1; Over the Rainbow;376
1.4.7.2; Into the Heart of Whiteness;377
1.4.7.3; Interrupting Bitter Knowledge;380
1.4.7.4; Critical Theory as Post-Conflict Pedagogy;382
1.4.7.4.1; The Power of Indirect Knowledge;383
1.4.7.4.2; The Importance of Listening;384
1.4.7.4.3; The Disruption of Received Knowledge;385
1.4.7.4.4; The Significance of Pedagogic Dissonance;386
1.4.7.4.5; The Acknowledgement of Brokenness;388
1.4.7.4.6; The Importance of Hope;388
1.4.7.4.7; The Necessity for Establishing Risk-Accommodating Environments;390
1.4.7.4.8; The Value of Demonstrative Leadership;391
1.4.7.5; Conclusion;393
1.4.7.6;References;393
1.4.8;Educational Change in Chile: Reform or Improvements? (1990-2007);395
1.4.8.1; From Improvement Programmes to Reform (1990-1996);396
1.4.8.1.1; The Education System and the Legal Structure Inherited from the Military Government;396
1.4.8.1.2; Change Needs Faced by the Newly Elected Government in the Early 1990s;397
1.4.8.1.3; Change or Reform?;400
1.4.8.2; Progress and Setbacks in Education Quality (1996-2006);401
1.4.8.2.1; Teacher Policies: Education, Incentives and Evaluation;401
1.4.8.2.1.1; Teacher Initial Education and Professional Development;401
1.4.8.2.1.2; Improving Teacher Performance Through Incentives and Teacher Performance Evaluation;403
1.4.8.2.2; Learning Results: How Equitable Have the Changes Turned Out to Be?;404
1.4.8.3; The Peoples View: Report of the Presidents Advisory Commission on Education;405
1.4.8.3.1; Tensions;405
1.4.8.4; Conclusion;407
1.4.8.5;References;408
1.4.9;A Market for Knowledge?;409
1.4.9.1; The Landscape of Education Competition;411
1.4.9.2; Competitive Response of Public Schools;412
1.4.9.3; Policy and Educational Competition;413
1.4.9.4;References;415
1.4.10;Marketization and Post-Marketization in Education;416
1.4.10.1; Education Policy under the Conservatives, 1979-1997;417
1.4.10.1.1; Marketization;417
1.4.10.1.2; Accountability;418
1.4.10.2; New Labour and the attempt to balance Choice and Equity;418
1.4.10.2.1; Targeted attempts to tackle Disadvantage;419
1.4.10.2.2; ''Standards, not Structures'';419
1.4.10.2.3; ''Diversity and Choice'';420
1.4.10.3; Beyond Marketization?;422
1.4.10.4;References;423
1.4.11;Large-Scale Assessment for Accountability Purposes;425
1.4.11.1; The Emergence of Large-Scale Assessment for Accountability Purposes;426
1.4.11.2; Optimizing Large-Scale Assessment for Accountability Purposes;430
1.4.11.2.1; Fitness for Purpose;430
1.4.11.2.2; The Curriculum;431
1.4.11.2.3; Impact on Learning;432
1.4.11.2.4; Impact on Motivation;433
1.4.11.2.5; Professional Practice;434
1.4.11.2.6; Decision-Making;436
1.4.11.2.7; Trust;437
1.4.11.3; The Future Evolution of Assessment for Accountability Purposes;439
1.4.11.4;References;441
1.4.12;Digital Technologies and Educational Change;443
1.4.12.1; The Social Context of Digital Technologies;445
1.4.12.2; Evidence of Impact;446
1.4.12.3; The Digital Generations;449
1.4.12.4; Challenges;450
1.4.12.5;References;452
1.4.13;Toward a Theory of Teacher Education for Social Justice;455
1.4.13.1; Laying the Groundwork for a Theory;457
1.4.13.2; A Theory of Justice;458
1.4.13.2.1; Distribution and Recognition;460
1.4.13.2.2; Theories of Justice and Teacher Education;461
1.4.13.3; A Theory of Practice;464
1.4.13.3.1; Knowledge;465
1.4.13.3.2; Interpretive Frames;466
1.4.13.3.3; Methods, Skills, Strategies, Techniques;466
1.4.13.3.4; Advocacy and Activism;467
1.4.13.4; A Theory of Teacher Preparation;468
1.4.13.4.1; Recruitment/Selection/Retention of Teacher Candidates;469
1.4.13.4.2; Curriculum and Pedagogy;469
1.4.13.4.3; Contexts, Structures and Collaborators;470
1.4.13.4.4; Outcomes;470
1.4.13.5; Conclusion;471
1.4.13.6;References;472
1.4.14;Connecting Learning Communities: Capacity Building for Systemic Change;478
1.4.14.1; Building Capacity;479
1.4.14.2; Membership of Connecting Learning Communities;480
1.4.14.3; Learning Processes and Activities in Connecting Learning Communities;483
1.4.14.3.1; Dialogue and Learning Conversations;484
1.4.14.3.2; Supported Practice;484
1.4.14.4; Collaborative Inquiry;485
1.4.14.4.1; Knowledge Animation;485
1.4.14.4.2; Meta-Learning with Peers;486
1.4.14.5; Conditions Supporting Learning Community Connections;487
1.4.14.5.1; A Common Culture;487
1.4.14.5.2; Trusting, Respectful and Equal Relationships;488
1.4.14.5.3; Supportive Structures;488
1.4.14.5.4; Leadership and External Facilitation;489
1.4.14.6; Conclusion;490
1.4.14.7;References;490
1.4.15;International Comparisons of Student Learning Outcomes;494
1.4.15.1; International Assessments;494
1.4.15.1.1; History;494
1.4.15.1.2; Research Frameworks of International Assessments;495
1.4.15.1.3; The Potential of International Assessments for Policy and Practice;497
1.4.15.2; Revealing What Is Possible in Education and Identifying Factors that Contribute to Educational Success;497
1.4.15.2.1; Putting National Targets into a Broader Perspective;499
1.4.15.2.2; Assessing the Pace of Change in Educational Improvement;499
1.4.15.2.3; A Tool for the Political Economy of Reform;500
1.4.15.3; Design Issues and Challenges for International Assessments;501
1.4.15.3.1; Cross-Country Validity and Comparability in the Assessment Instruments;501
1.4.15.3.2; Comparability of the Target Populations;507
1.4.15.3.3; Comparability in Survey Implementation;508
1.4.15.4; Conclusions;509
1.4.15.5;References;513
1.4.16;Teaching and Educational Transformation;514
1.4.16.1; Factory Model Schools Confront New Demands;515
1.4.16.2; Cross-Currents in Policy;517
1.4.16.3; Contrasting Approaches;519
1.4.16.3.1; Supports for High-Quality Teaching;519
1.4.16.3.2; A Focus on Higher-Order Learning;521
1.4.16.4; The Road Ahead;522
1.4.16.5;References;527
2;Part 2;530
2.1;Contents;534
2.2;Part III Levels of Change;539
2.2.1;The Legacy of the School Effectiveness Research Tradition;540
2.2.1.1; What Is School Effectiveness Research?;540
2.2.1.2; Eight Aspects of the Legacy of the School Effectiveness Research Tradition;542
2.2.1.2.1; Aspect --1 of the SER Legacy: The Volume of Research that Has Emerged from It over the Past 35--40 Years;543
2.2.1.2.1.1; Box 1 The 0Scientific or Foundational Properties0 of School Effects and the Questions They Pose (Adapted from Teddlie, Reynolds, 0 Sammons, 2000 , p. 56);545
2.2.1.2.2; Aspect #2 of the SER Legacy: The Understanding that Schools Matter in the Education of Students (or, that Different Schools Have Different Effects on the Education of Their Students);545
2.2.1.2.3; Aspect #3 of the SER Legacy: School Effectiveness Research Assumes that Schools (Faculty, Administration) Should Take More Responsibility for the Education of Their Students;547
2.2.1.2.4; Aspect #4 of the SER Legacy: The Understanding that the School Is the Major Unit of Change in Educational Reform;548
2.2.1.2.5; Aspect #5 of the SER Legacy: School Effectiveness Research Has Provided Much of the Foundation (the Underpinnings) for Authentic School Improvement;548
2.2.1.2.6; Aspect #6 of the SER Legacy: The Understanding that Individuals Within More Effective Schools Behave with Greater Consistency than Those in Less Effective Ones, Thereby Eliminating Many of the Negative Behaviors Associated with Ineffectiveness;551
2.2.1.2.7; Aspect #7 of the SER Legacy: School Effectiveness Research Encourages a Focus on the Outcomes of Schooling;552
2.2.1.2.8; Aspect #8 of the SER Legacy: The Understanding that Effective Schools Processes Vary According to Important Context Variables and Change Over Time;553
2.2.1.3; A Brief Research Agenda for Future School Effectiveness Research;555
2.2.1.3.1; General Considerations About the Future of School Effectiveness Research;555
2.2.1.3.2; Specific Considerations About the Future of School Effectiveness Research;556
2.2.1.4; Criticisms of School Effectiveness Research;562
2.2.1.5;References;565
2.2.2;Professional Learning Communities at the Crossroads: How Systems Hinder or Engender Change;572
2.2.2.1; Introduction;572
2.2.2.2; PLC Principles and Challenges for School Culture Change;573
2.2.2.2.1; Norms of Collaboration;574
2.2.2.2.2; Focus on Improving Student's Success;575
2.2.2.2.3; Exploitation of Diverse Knowledge Resources;576
2.2.2.2.4; Mutual Accountability for Student Growth and Success;576
2.2.2.3; Bureaucratic versus Professional Strategies for Change;577
2.2.2.4; Bureaucratic Patterns;578
2.2.2.5; Professional Approaches to Changing System Culture;581
2.2.2.6; Conclusions and Implications for Changing School Systems toward PLCs;585
2.2.2.7;References;587
2.2.3;New Teacher Induction and Mentoring for Educational Change;589
2.2.3.1; Induction for What Purposes?;590
2.2.3.1.1; Four Frames;591
2.2.3.1.2; Induction into the Status Quo or Induction for Educational Change?;593
2.2.3.1.3; Competing Conceptions of Induction: New Teacher Tracking and Resisting Standardization;593
2.2.3.2; Induction for Whom? A Call for Equity-Focused Induction;595
2.2.3.2.1; Are Equity-Focused Teaching and Advocacy Even Possible for the New Teacher?;596
2.2.3.2.2; Equity-Focused Induction and Mentoring: Potential, Challenges, and Promise;597
2.2.3.2.3; New Teachers of Color as Equity Resources: Potential and Challenges;598
2.2.3.2.4; The Need for Effective Equity-Focused Mentoring;599
2.2.3.3; Induction by Whom? Mentors Knowledge for Educational Change;600
2.2.3.3.1; Curriculum for Equity-Minded Mentor Development;603
2.2.3.4; Conclusion;604
2.2.3.5;References;606
2.2.4;Smart School Improvement: Towards Schools Learning from Their Best;610
2.2.4.1; Within-School Variation;611
2.2.4.1.1; Extent;611
2.2.4.1.2; Causes;613
2.2.4.1.3; Addressing Within-School Variation;614
2.2.4.1.4; School Improvement Through Addressing WSV: The High Reliability Schools Study;616
2.2.4.1.5; School Improvement Through Addressing WSV: The WSV Study;618
2.2.4.1.6; Pupil Voice;621
2.2.4.2; Conclusions: Practice and Policy;622
2.2.4.3;References;623
2.2.5;How Successful Leadership Influences Student Learning: The Second Installment of a Longer Story;626
2.2.5.1; Building a Rich Curriculum for Deep Understanding;627
2.2.5.1.1; Prior Evidence;627
2.2.5.1.2; New Evidence;627
2.2.5.2; Adopting a Focused Approach to Instruction;628
2.2.5.2.1; Prior Evidence;628
2.2.5.2.2; New Evidence;628
2.2.5.3; Encouraging a Distributed Approach to Instructional Leadership;629
2.2.5.3.1; Prior Evidence;629
2.2.5.3.2; New Evidence;630
2.2.5.4; Nurturing the Soft Pathways of Leadership Influence;632
2.2.5.4.1; Sense of Professional Community;632
2.2.5.4.1.1; Prior Evidence;632
2.2.5.4.1.2; New Evidence;632
2.2.5.4.2; Individual and Collective Efficacy;633
2.2.5.4.2.1; Prior Evidence;633
2.2.5.4.2.2; New Evidence;633
2.2.5.4.3; Trust;634
2.2.5.4.3.1; Prior Evidence;634
2.2.5.4.3.2; New Evidence;635
2.2.5.5; Getting to the Center of the Districts Role in School Improvement;635
2.2.5.5.1; Prior Evidence;635
2.2.5.5.2; New Evidence;637
2.2.5.6; Parent and Community Involvement and Student Learning;638
2.2.5.6.1; Prior Evidence;638
2.2.5.6.2; New Evidence;639
2.2.5.7; Conclusion;640
2.2.5.8;References;641
2.2.6;The Moral Character of Academic Learning: Challenging the Exclusivity of the Reigning Paradigm of School Learning;645
2.2.6.1; Applied, or Professional Ethics in Education;645
2.2.6.2; Connecting the Moral Agenda of Learners to the Intrinsic Morality of Learning;646
2.2.6.3; The Journey Toward Authenticity;647
2.2.6.4; Authenticity in Work;649
2.2.6.5; The Dynamics of Human Development in Becoming Authentic;651
2.2.6.6; Basic Assumptions: The Isolated Individual and the Need for Irrefutable Proof;652
2.2.6.7; Knowledge as Coming to Know Mutual Relationships;653
2.2.6.8; Learning Leads to Responsibility;654
2.2.6.9; The Social Responsibility of Knowledge Utilization;655
2.2.6.10; Leading Change at the Level of Moral Learning;656
2.2.6.11; Summary and Conclusion;658
2.2.6.12;References;658
2.2.7;Teacher Leadership: Developing the Conditions for Learning, Support, and Sustainability;660
2.2.7.1; A Nation at Risk and Teacher Leadership;660
2.2.7.2; Organizational Constraints and Contested Ground;661
2.2.7.3; Teacher Leadership and the Changing School Culture;661
2.2.7.4; Teacher Leadership and Building Community;662
2.2.7.5; Learning on the Job in Communities of Practice;663
2.2.7.6; The National Writing Project: A Comprehensive Model;664
2.2.7.6.1; The Summer Institute;664
2.2.7.6.2; Opportunities for Leadership Development;665
2.2.7.7; The Vignette Study;665
2.2.7.7.1; The Vignette as a Research Methodology;665
2.2.7.7.2; The Sample;666
2.2.7.7.3; Writing the Vignettes: The Writing Retreats;666
2.2.7.7.4; Organizing and Analyzing the Data;667
2.2.7.8; Teacher-Leaders Negotiate Tensions and Challenges;667
2.2.7.8.1; Normative/Institutional Dilemma;668
2.2.7.8.2; Role/Identity Dilemma;668
2.2.7.8.3; A Pedagogical Challenge: Stepping In, Stepping Back;670
2.2.7.8.4; Value Conflicts;671
2.2.7.9; How Do Teachers Learn to Lead?;673
2.2.7.9.1; Learning Leadership from Teaching;673
2.2.7.9.2; Learning Leadership Through Research, Inquiry, and Reflection;674
2.2.7.9.3; Learning Leadership Through Participating in Communities of Practice;676
2.2.7.10; Teacher Leadership in a Changing World;678
2.2.7.11; Appendix: NWP Study of Teacher-Consultants and Leadership: Vignettes the Vignette Prompt;679
2.2.7.12;References;679
2.2.8;On Personalizing Learning and Reculturing Teaching in Large High School Conversions to Small Schools;681
2.2.8.1; A Rationale for Small Schools;682
2.2.8.2; Study Context;684
2.2.8.2.1; Nature of Philanthropic Support;684
2.2.8.2.2; The Schools;684
2.2.8.3; Methods;685
2.2.8.3.1; Data Collection;685
2.2.8.3.2; Data Analysis;685
2.2.8.4; Findings;686
2.2.8.4.1; Efforts Aimed Toward Improving Personalization;686
2.2.8.4.1.1; Personalization Defined;686
2.2.8.4.1.2; Acknowledgement of the Need for Greater Personalization;687
2.2.8.4.1.3; Structures Within the Small School Designed to Enable Greater Personalization;687
2.2.8.4.1.4; Students' Perspectives on Personalization in the Converted Small Schools;689
2.2.8.4.2; Efforts Aimed Toward Reculturing Teaching;691
2.2.8.4.2.1; Reculturing Defined;691
2.2.8.4.2.2; Nature of Professional Community;692
2.2.8.4.2.3; 'Elevated Conversations' About Students' Learning Needs;693
2.2.8.4.2.4; Efforts to Reculture Teaching;695
2.2.8.4.2.5; Students' Perspectives on Efforts to Reculture Teaching and Learning;696
2.2.8.5; Discussion and Conclusions;698
2.2.8.6; Appendix 1: Nature of Bill and Melinda Gates Foundation Grants to Study Schools;699
2.2.8.7; Appendix 2: The Schools;700
2.2.8.8;References;702
2.2.9;Improving Schools in Challenging Contexts;704
2.2.9.1; Is Improvement Possible?;706
2.2.9.2; Progress to Date;707
2.2.9.2.1; Improving the Learning Environment;708
2.2.9.2.2; Effective Leadership;709
2.2.9.2.3; Building Instructional Capacity;709
2.2.9.2.4; Data and Assessment;710
2.2.9.2.5; Building Professional Learning Communities;710
2.2.9.2.6; Networking and Collaboration;711
2.2.9.2.7; Engaging Parents to Work as Partners;711
2.2.9.3; Context Is All;712
2.2.9.4; Towards an Integrated Model;714
2.2.9.5;References;715
2.2.10;Knowledge-Based Organizational Learning for Instructional Improvement;718
2.2.10.1; Different Conceptions of Organizational Learning;719
2.2.10.2; The Cyclical Nature of Converting Data into Knowledge;720
2.2.10.3; Organizational Learning in Education;722
2.2.10.4; The Snapshot System in Duval County, Florida;723
2.2.10.5; SchoolStat in Philadelphia, Pennsylvania;724
2.2.10.6; Data Systems for Knowledge-Based Organizational Learning;725
2.2.10.6.1; Data Capture;726
2.2.10.6.1.1; Choices About What Data to Collect;726
2.2.10.6.1.2; The Process of Data Capture;727
2.2.10.6.2; Meaning-Making Process;728
2.2.10.6.3; Information Sharing;729
2.2.10.6.4; Knowledge Codification;730
2.2.10.7; The Potential of Knowledge-Based Organizational Learning in Education;731
2.2.10.8;References;732
2.2.11;Federations and System Leadership;735
2.2.11.1; System Renewal in England;735
2.2.11.2; Federations;738
2.2.11.2.1; A Framework of Practice;738
2.2.11.2.1.1; Lead Schools;739
2.2.11.2.1.2; Leadership Models;740
2.2.11.2.1.3; Entry into the Partner School;740
2.2.11.2.1.4; The Improvement Process in the Partner School(s);741
2.2.11.3; Outcomes and Benefits;742
2.2.11.4; Implications for System-Wide Renewal;745
2.2.11.5;References;748
2.2.12;Every School a Great School Realising the Potential of System Leadership;750
2.2.12.1; The Case of Primary Schooling in England;751
2.2.12.2; The Crucial Policy Conundrum;754
2.2.12.3; Four Drivers for System Reform;756
2.2.12.4; System Leadership The Concept and the Model;758
2.2.12.4.1; Internal Aspects of System Leadership;761
2.2.12.4.2; External Aspects of System Leadership;765
2.2.12.5; A Model for System Reform;769
2.2.12.6;References;772
2.2.13;School-Based Networking for Educational Change;774
2.2.13.1; Understanding School-Based Networks;775
2.2.13.1.1; Structures;775
2.2.13.1.2; Interactions (Processes);776
2.2.13.1.3; Networked Agency;777
2.2.13.1.4; Purpose;777
2.2.13.2; School-Based Networks and Educational Change: Whats the Evidence?;779
2.2.13.2.1; School-Based Networks, Pupils and Change;780
2.2.13.2.2; School-Based Networks, Teachers and Change;781
2.2.13.3; School-Based Networks: Rising to the Challenge?;785
2.2.13.3.1; Constitution;785
2.2.13.3.2; Relationships;786
2.2.13.3.3; Purpose and Identity;787
2.2.13.4;References;788
2.2.14;Travel of District-Wide Approaches to Instructional Improvement: How Can Districts Learn from One Another?;790
2.2.14.1; Our Approach to Researching and Writing This Chapter;793
2.2.14.2; The Cases;794
2.2.14.2.1; District #2 to San Diego;794
2.2.14.2.2; District #2 and San Diego to Multiple Districts via CEL;798
2.2.14.2.3; District #2 to Multiple Districts via IFL;802
2.2.14.3; Comparing the Three Cases;807
2.2.14.3.1; Ideas;807
2.2.14.3.2; Tools and People;808
2.2.14.4; Conclusions and Implications;811
2.2.14.5;References;813
2.3;Part IV Teaching, Learning and Change;815
2.3.1;Involving Children and Young People in Educational Change: Possibilities and Challenges;816
2.3.1.1; Why Involve Young People in Educational Change?;816
2.3.1.2; Having a Say in Educational Change;818
2.3.1.3; Putting Having a Say into Practice;821
2.3.1.4; Promising Educational Change Practices that Involve Children and Young People;823
2.3.1.5; Challenges and Knotty Problems;826
2.3.1.6;References;828
2.3.2;Adaptive People and Adaptive Systems: Issues of Learning and Design;832
2.3.2.1; The Learning Sciences;833
2.3.2.2; Organizational Theory;834
2.3.2.3; Design;834
2.3.2.4; Our Common Focus;834
2.3.2.5; The Learning Sciences Tradition;835
2.3.2.5.1; Adaptivity and Sociocultural Contexts;838
2.3.2.5.2; Effects of Formal Assessments on Learning and Innovation;840
2.3.2.6; Perspectives on Organizational Learning;840
2.3.2.6.1; Critical Inquiry Cycles;842
2.3.2.6.2; Understanding Individual and Organizational Learning;845
2.3.2.7; The Design Tradition;847
2.3.2.7.1; Change and Adaptive Designing;848
2.3.2.7.2; Intentions and Systems: The Aim and Logic of Adaptive Designing;848
2.3.2.7.3; Learning and Modeling in Adaptive Designing;850
2.3.2.7.4; Priorities in Adaptive Designing;851
2.3.2.8; Six Points of Agreement;852
2.3.2.8.1; Adopting a Learning Stance;853
2.3.2.8.2; Defining Our Identities as Professionals;853
2.3.2.8.3; Learner-Sensitive Policy Making;854
2.3.2.8.4; Systems-Centered Policy Making;854
2.3.2.8.5; Roles and Avenues for Feedback;855
2.3.2.8.6; The Need for Anchored Collaborations;856
2.3.2.9;References;859
2.3.3;Changing Classroom Learning;864
2.3.3.1; Why Change the Classroom?;864
2.3.3.2; The Classroom of the Future?;867
2.3.3.3; The Need for Evidence-Based Change;870
2.3.3.3.1; Models of Changing Practice;871
2.3.3.4; Conclusion;873
2.3.3.5;References;873
2.3.4;Making Sure that Every Child Matters: Enhancing Equity Within Education Systems;875
2.3.4.1; Inclusive Teaching;876
2.3.4.2; Studying Practice;877
2.3.4.3; Moving Practice Forward;878
2.3.4.4; Inclusive Cultures;881
2.3.4.5; Leadership;883
2.3.4.6; The Role of Networking;884
2.3.4.7; Concluding Remarks;885
2.3.4.8;References;886
2.3.5;Making Formative Assessment the Way the School Does Business: The Impact and Implications of Formative Assessment for Teachers, Students and School Leaders;889
2.3.5.1; Formative Assessment and the Political Context;890
2.3.5.2; The Impact of Formative Assessment on Pupil Outcomes;891
2.3.5.3; Implications of Formative Assessment;892
2.3.5.3.1; Implications of Formative Assessment for School Leaders;892
2.3.5.3.2; Implications of Formative Assessment for Teachers;895
2.3.5.3.2.1; The Provision of Effective Feedback to Students;895
2.3.5.3.2.2; The Active Involvement of Students in Their Own Learning;896
2.3.5.3.2.3; Adjusting Teaching to Take Account of the Results of Assessment;897
2.3.5.3.2.4; Recognition of the Profound Influence Assessment Has on the Motivation and Self-esteem of Students, Both of Which Are Crucial Influences on Learning;897
2.3.5.3.2.5; The Need for Students to be Able to Assess Themselves and Understand How to Improve;898
2.3.5.3.3; Implications of Formative Assessment for Learners;898
2.3.5.3.4; Implications of Formative Assessment for Organising School Structures and Systems;900
2.3.5.4; Sustainability and Formative Assessment: Possibilities and Pitfalls;902
2.3.5.5; Conclusion;904
2.3.5.6;References;904
2.3.6;Self-Evaluation for School Improvement;906
2.3.6.1; The Case for Inspection and External Review;907
2.3.6.2; The Case for Self-Evaluation;908
2.3.6.3; Self-Evaluation: A Matter of Definition;909
2.3.6.4; Improvement: A Contested Notion;910
2.3.6.5; Measuring Improvement;912
2.3.6.6; Schools Need Friends;913
2.3.6.7; Leading the Self-Evaluating School;914
2.3.6.8;References;916
2.3.7;The Emerging Politics of Curriculum Reform: Technology, Knowledge, and Power in Homeschooling;918
2.3.7.1; Technology and Social Movement Resources;919
2.3.7.2; Technology and the Growth of Homeschooling;920
2.3.7.3; Understanding Social Movements;922
2.3.7.4; Public Education and Homeschooling;923
2.3.7.5; Homeschooling as Gendered Labor;925
2.3.7.6; Solving Contradictions;927
2.3.7.7; Marketing God;929
2.3.7.8; Technology and the Realities of Daily Life;931
2.3.7.9; Conclusion;933
2.3.7.10;References;935
2.3.8;Supporting the Education and Care of Young Children: Putting into Practice What We Know;937
2.3.8.1; What We Know About Young Childrens Learning and Development;938
2.3.8.2; Current Contexts for Early Childhood Learning;942
2.3.8.3; Current Problems with Early Childhood Practices;944
2.3.8.4; Strengthening Early Education and Care: Turning Knowledge into Action;948
2.3.8.5; Conclusion: Early Education and Care Matter;951
2.3.8.6;References;951
2.3.9;Reforming Upper Secondary Education in England: A Necessary but Difficult Change;956
2.3.9.1; The Current 1419 System in England;957
2.3.9.1.1; Curriculum and Qualifications;957
2.3.9.1.2; Organisation and Governance;958
2.3.9.1.3; Influence of the Labour Market, Employers and Higher Education;959
2.3.9.1.4; System Strengths and Weaknesses;960
2.3.9.2; The governments 1419 Reform Programme;961
2.3.9.2.1; The Beginnings of an Officially Recognised 14--19 Phase;961
2.3.9.2.2; The Tomlinson Proposals for a Unified Curriculum and Qualifications System;962
2.3.9.2.3; The government--s 14--19 White Paper;962
2.3.9.2.4; The New 14--19 Diplomas;963
2.3.9.2.5; Reforming General Education;964
2.3.9.2.6; Apprenticeship, Vocational Learning and Employer Engagement;964
2.3.9.2.7; Collaboration in the 14--19 Phase;965
2.3.9.3; Debating the Future;966
2.3.9.3.1; The Problems of an Adaptive Strategy;966
2.3.9.3.2; A Unified Approach to Learning and Qualifications;967
2.3.9.3.3; A New Policy Process;969
2.3.9.4;References;969
2.3.10;Gender and Educational Change;972
2.3.10.1; Gender and Leadership Chronology;972
2.3.10.2; Female Imprint on Leadership;974
2.3.10.3; Womens Leadership and Change;975
2.3.10.3.1; Commitment to Social Justice is Change;975
2.3.10.3.2; Relational Power as a Strategy for Accomplishing Change;979
2.3.10.3.3; Instructional Focus Pushes Change;981
2.3.10.4; The Influence of Gender on Organizational Change;981
2.3.10.5; Gender and the Sustainability of Change;982
2.3.10.6; Summary;983
2.3.10.7;References;983
2.3.11;Class, Race, and Educational Achievement;987
2.3.11.1; PoliticalEconomic Embeddedness;987
2.3.11.2; Ubiquitous Racial and Class Bias;990
2.3.11.2.1; The Problem of Classism and Racism in Schools;990
2.3.11.2.2; The Effects of Family Background;992
2.3.11.2.3; Cultural Identification, Preference, and Experience;994
2.3.11.3; The Need for Multilevel Analysis;996
2.3.11.3.1; Race Analysis;997
2.3.11.3.2; Social Class Analysis;998
2.3.11.4; Conclusion;999
2.3.11.5;References;1000
2.3.12;Blindness to Change Within Processes of Spectacular Change? What Do Educational Researchers Learn from Classroom Studies?;1003
2.3.12.1; The Problem of Status Quo in Education;1006
2.3.12.2; Classroom Business as Usual? An Overview;1007
2.3.12.2.1; Theoretical Assumptions Underlying the Different Studies;1008
2.3.12.2.2; Methodological Tools -- How Methodological Tools Interplay with Conclusions;1011
2.3.12.2.3; Analytical and Conceptual Language Underlying the Different Studies;1013
2.3.12.3; Concluding Remarks;1015
2.3.12.4;References;1015
2.3.13;School-Based Social and Emotional Learning (SEL) Programming: Current Perspectives;1018
2.3.13.1; Collaborative for Academic, Social, and Emotional Learning (CASEL);1018
2.3.13.2; How Has SEL Emerged Over Time?;1020
2.3.13.3; What Makes an SEL Program Effective?;1022
2.3.13.4; The Future of SEL: Strides and Stumbling Blocks;1027
2.3.13.5;References;1029
2.3.14;To Seek, to Strive, to Find, and Not to Yield: A Look at Current Conceptions of Vision in Education;1034
2.3.14.1; Why Vision?;1034
2.3.14.2; Classical Conceptions of Vision;1035
2.3.14.2.1; Philosophy and Psychology: Vision as Insight;1036
2.3.14.2.2; Literature: Insight, Foresight, and Emotion;1037
2.3.14.2.3; The Dark Side of Vision;1039
2.3.14.3; Vision in Education: What Do We See?;1040
2.3.14.3.1; The Foresight and Insight of Vision;1041
2.3.14.4; What Dont We See?;1042
2.3.14.5; What Questions Still Persist?;1045
2.3.14.6;References;1047
2.4;Index;1050