Hopkins The Practice and Theory of School Improvement

International Handbook of Educational Change
1. Auflage 2008
ISBN: 978-1-4020-4452-6
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 312 Seiten

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.

Autoren/Hrsg.

Hopkins, David

Inhaltsverzeichnis

1;Table of Contents;6
2;International Handbook of Educational Change - Introduction;8
2.1;REFERENCES;12
3;Introduction Tensions in and Prospects for School Improvement;13
3.1;DEFINING SCHOOL IMPROVEMENT;14
3.2;SOURCES OF SCHOOL IMPROVEMENT;16
3.3;KEY ISSUES FOR SCHOOL IMPROVEMENT;26
3.4;PROGRAMME LEVEL;29
3.5;SCHOOL LEVEL;30
3.6;DISTRICT LEVEL;30
3.7;CODA;31
3.8;ENDNOTES;32
3.9;REFERENCES;32
4;I: Towards a Theory of School Development;34
4.1;Developing the Twenty-First Century School: A Challenge to Reformers;35
4.1.1;SCHOOL REFORM OR STATUS QUO?;36
4.1.2;YESTERDAY AND TOMORROW;37
4.1.3;THE PARADIGM SHIFT;37
4.1.4;THE LOCAL FORCES;39
4.1.5;LEARNING NEEDS OF CHILDREN AND YOUTH;40
4.1.6;WHAT IS A GOOD SCHOOL?;40
4.1.7;CHALLENGES TO SCHOOLS;41
4.1.8;WHAT DO WE KNOW ABOUT THE CHANGE PROCESS?;42
4.1.9;REAL NEEDS?;42
4.1.10;ADVICE TO THE BOTTOM;42
4.1.11;ADVICE TO THE TOP;43
4.1.12;GENERAL IMPLEMENTATION ADVICE;44
4.1.13;IS THIS ADVICE BASED ON SCHOOL IMPROVEMENT RESEARCH?;45
4.1.14;WOULD IT WORK WORLD WIDE?;46
4.1.15;THE ROLE OF SCHOOL IMPROVEMENT RESEARCH;48
4.1.16;REFERENCES;48
4.2;Reconnecting Knowledge Utilization and School Improvement: Two Steps Forward, One Step Back;50
4.2.1;STATE OF THE ART;51
4.2.2;NEW PERSPECTIVES;56
4.2.3;PARADIGM SHIFT OR PARADIGM REVOLUTION?;65
4.2.4;SOME IMPLICATIONS FOR PRACTICE;66
4.2.5;ENDNOTES;68
4.2.6;REFERENCES;69
4.3;The School Effectiveness Knowledge Base as a Guide for School Improvement;72
4.3.1;THE CONCEPTUAL MAP OF SCHOOL EFFECTIVENESS: CRITERIA AND MODES;72
4.3.2;THE EMPIRICAL KNOWLEDGE BASE ON SCHOOL EFFECTIVENESS;84
4.3.3;CONCLUSION: IMPLICATIONS FOR SCHOOL IMPROVEMENT AND IMPROVEMENT-ORIENTED SCHOOL MANAGEMENT;87
4.3.4;REFERENCES;89
5;II: The Contemporary Context of School Improvement;92
5.1;School Evaluation and Improvement: A Scandinavian View;93
5.1.1;THE GOVERNANCE OF SCANDINAVIAN SCHOOLS.;95
5.1.2;EVALUATION AS A TOOL FOR SCHOOL IMPROVEMENT.;97
5.1.3;THE RELATIONSHIP BETWEEN SCHOOL EVALUATION AND SCHOOL IMPROVEMENT;105
5.1.4;REFERENCES;106
5.2;Quality Assurance Reviews as a Catalyst for School Improvement in Australia;109
5.2.1;INTRODUCTION;109
5.2.2;VARIATION IN STUDENT LEARNING ATTRIBUTABLE TO SCHOOLS;110
5.2.3;SOME FUNDAMENTALS OF SUCCESSFUL EDUCATIONAL CHANGE;112
5.2.4;THE POLITICS OF SCHOOL IMPROVEMENT AND ACCOUNTABILITY;114
5.2.5;THE FRAMEWORK FOR ASSURING QUALITY IN EDUCATION;116
5.2.6;REVIEWS OF SCHOOL PERFORMANCE AND EFFECTIVENESS;121
5.2.7;DISCUSSION AND CONCLUSIONS;132
5.2.8;ENDNOTES;135
5.2.9;REFERENCES;135
5.3;Assessment and Accountability in Kentucky: How High Stakes Affects Teaching and Learning;137
5.3.1;INTRODUCING NEW STATE TESTING: KIRIS;139
5.3.2;CHANGES AFFECTING KIRIS: 1991-1996;140
5.3.3;OUTCOMES;140
5.3.4;ASSESSMENT;141
5.3.5;LOCAL CONTROL OF CURRICULUM;142
5.3.6;ACCOUNTABILITY;143
5.3.7;EXPECTED RATE OF IMPROVEMENT;144
5.3.8;INCENTIVES;145
5.3.9;DISCUSSION;145
5.3.10;TEACHER-STUDENT RELATIONSHIP;145
5.3.11;INSTRUCTIONAL EFFECTS OF KIRIS;146
5.3.12;ALTERNATIVE APPROACHES;148
5.3.13;ENDNOTES;150
5.3.14;REFERENCES;151
6;Ill: Tensions and Contrasts in School Improvement Strategies;153
6.1;Innovations in Planning for School Improvement: Problems and Potential;154
6.1.1;CHANGE IN PERSPECTIVE;155
6.1.2;SCHOOL SELF EVALUATION;159
6.1.3;TRANSITION TO SCHOOL DEVELOPMENT PLANNING;162
6.1.4;PUTTING DEVELOPMENT PLANNING INTO PRACTICE;165
6.1.5;DESIGN FAULT OR IMPLEMENTATION PROBLEM?;168
6.1.6;REFERENCES;173
6.2;Curriculum Reform, Educational Change and School Improvement;176
6.2.1;INDEPENDENCE OR ABSORPTION?;178
6.2.2;THE CASE OF THE TVEI;180
6.2.3;CTCS AND EDUCATIONAL CHANGE;181
6.2.4;TEACHERS AND CURRICULUM REFORM;183
6.2.5;CONCLUSIONS;186
6.2.6;REFERENCES;186
6.3;The Conduct of Inquiry on Teaching: The Search for Models more Effective than the Recitation;189
6.3.1;DEBATE: IS THERE A SCIENCE-BASED KNOWLEDGE ABOUT TEACHING?;191
6.3.2;CAN THERE BE A KNOWLEDGE BASE? OR, IS POSITIVISM DEAD?;191
6.3.3;OUR WORK AS PROFESSIONALS;193
6.3.4;DO WE KNOW ANYTHING?: SOME WAKE-UP CALLS;195
6.3.5;THE RECITATION: CULTURAL WISDOM AND EDUCATION;198
6.3.6;THE STUDY OF TEACHING: HAVE RELIABLE MODELS EMERGED?;201
6.3.7;THE STUDENT IN THE EQUATION: GENDER AND SOCIOECONOMIC FACTORS;208
6.3.8;SUMMARY, AND FUTURE INQUIRY;211
6.3.9;REFERENCES;212
6.4;Three Rival Versions and a Critique of Teacher Staff Development;215
6.4.1;CONFLICTING CONCEPTUALIZATIONS OF TEACHERS' WORK;218
6.4.2;IMPLICATIONS FOR STAFF DEVELOPMENT;223
6.4.3;IMPLICATIONS FOR STAFF DEVELOPMENT;225
6.4.4;ENGAGING STAFF DEVELOPMENT WITH A 'POLITICS OF TRANSLATION' TOWARDS SCHOOL IMPROVEMENT;225
6.4.5;REFERENCES;228
6.5;Why Teachers need their Colleagues: A Developmental Perspective;230
6.5.1;SURVIVAL: HELP AND SUPPORT;231
6.5.2;IDENTIFICATION: REFERENCE GROUPS;235
6.5.3;"GETTING BETTER" AND "MAKING A MARK": LEARNING FROM AND INFLUENCING OTHERS;237
6.5.4;THE PERSON AT WORK;240
6.5.5;BRINGING IT ALL TOGETHER;241
6.5.6;CONCLUSION;242
6.5.7;REFERENCES;243
7;IV: The Effectiveness of School Improvement Strategies;245
7.1;"World Class" School Improvement: An Analysis of the Implications of Recent International School Effectiveness and School Improvement Research for Improvement Practice;246
7.1.1;THE SCHOOL EFFECTIVENESS/SCHOOL IMPROVEMENT INTERFACE;247
7.1.2;THE NEW, MERGED PARADIGM;249
7.1.3;TOWARDS WORLD CLASS SCHOOL IMPROVEMENT;252
7.1.4;CONCLUSIONS;254
7.1.5;REFERENCES;255
7.2;"Inside-Out" and "Outside-In": Learning from Past and Present School Improvement Paradigms;257
7.2.1;THE CLASSIC R&D APPROACH (RESEARCH/DEVELOP/IMPLEMENT/ DISSEMINATE);258
7.2.2;THE SCHOOL-BASED, FACULTY-CENTERED APPROACH;261
7.2.3;LEARNING FROM THE R&D AND THE SITE-BASED APPROACHES;265
7.2.4;COMMON MISTAKES, COMMON SOLUTIONS: INQUIRY, INQUIRY, INQUIRY!;267
7.2.5;ENDNOTES;267
7.2.6;REFERENCES;268
7.3;Sand, Bricks, and Seeds: School Change Strategies and Readiness for Reform;270
7.3.1;READINESS FOR REFORM;273
7.3.2;HOW MANY SCHOOLS ARE IN EACH CATEGORY?;275
7.3.3;MISMATCHES BETWEEN REFORM STRATEGIES AND REFORM READINESS;276
7.3.4;REFORMING "SAND" SCHOOLS;277
7.3.5;POLICY IMPLICATIONS;278
7.3.6;CONCLUSION;282
7.3.7;REFERENCES;282
7.4;Using "Promising Programs'' to Improve Educational Processes and Student Outcomes;285
7.4.1;FEDERAL INVOLVEMENT IN COMPENSATORY EDUCATION;286
7.4.2;THE SPECIAL STRATEGIES STUDIES FOR EDUCATING DISADVANTAGED CHILDREN;287
7.4.3;DESCRIPTIONS OF THE TEN SPECIAL STRATEGIES;288
7.4.4;EXTERNALLY DEVELOPED SCHOOL RESTRUCTURING STRATEGIES;289
7.4.5;LOCALLY DEVELOPED WHOLE SCHOOL RESTRUCTURING PROJECTS;290
7.4.6;EXTERNALLY DEVELOPED PROGRAMS TARGETED TO SPECIFIC GROUPS;291
7.4.7;LOCALLY DEVELOPED, TARGETED PROGRAMS;291
7.4.8;SELECTION OF SITES;292
7.4.9;METHODS;293
7.4.10;FINDINGS;294
7.4.11;DISCUSSION;304
7.4.12;SUMMARY;306
7.4.13;ENDNOTES;307
7.4.14;REFERENCES;308