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This report examines a 30-year history of educational change to identify differing perspectives, strategies, and useful principles. The three most influential perspectives in educational change are the rational-scientific perspective, which proposes that change is created through the dissemination of innovative techniques; the political perspective, which generates change through legislation and other directives outside the school district; and the cultural perspective which seeks improvement through value changes in organizations. There are four strategies for implementing change: fix the parts, fix the people, fix the schools, and fix the system. Systemic education reform offers new hope because it brings together the technical knowledge needed for improvement with a locally sensitive education strategy. Through the Goals 2000 Initiative, the U.S. Department of Education supports reform efforts within the framework of the six National Education Goals. The Department and the Office of Educational Research and Improvement support standards-based assessment techniques. They also assist states in developing curriculum frameworks and help disseminate sound research and practice-based knowledge. A reference bibliography, illustrative programs, and additional sources are included. (JPT)
Actions to increase effectiveness of schools in a rapidly changing world Schools, in order to be nimble and stay relevant and impactful, need to abandon the rigid structures designed for less dynamic times. The NEW School Rules expands cutting-edge organizational design and modern management techniques into an operating system for empowering schools with the same agility and responsiveness so vital in the business world. 6 simple rules create a unified vision of responsiveness among educators Real life case studies illustrate responsive techniques implemented in a variety of educational demographics 15 experiments guide school and district leaders toward increased responsiveness in their faculty and staff
First published in 1982, this work revolutionized the theory and practice of education reform. Now 25 years later, the fourth edition of Fullans groundbreaking book continues to be the definitive compendium to all aspects of the management of educational change--a powerful resource for everyone involved in school reform.
Knowledge of the processes of educational change is said to be the missing ingredient in attempts to bring about educational innovation and reform. Whether these efforts involve grass roots innovation or large-scale societal reform, failure to understand and act on existing knowledge of the change process has accounted for the widespread lack of success in making educational improvements. This volume analyzes what is known about successful or productive change processes, and identifies corresponding action strategies at the individual, school, local and state levels. Included in this book is a major treatment of the topic of the 'ethics of planned change', a neglected topic in recent literature, especially since strategies for intervening in the change process are receiving more attention. This book is intended to be used by teachers in training and in service, teacher trainers, educational researchers, education historians and administrators.
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
This open access volume provides insight into how organizations change through the adoption of digital technologies. Opportunities and challenges for individuals as well as the organization are addressed. It features four major themes: 1. Current research exploring the theoretical underpinnings of digital transformation of organizations. 2. Insights into available digital technologies as well as organizational requirements for technology adoption. 3. Issues and challenges for designing and implementing digital transformation in learning organizations. 4. Case studies, empirical research findings, and examples from organizations which successfully adopted digital workplace learning.
This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030. Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.
From the ill-fated dot-com bubble to unprecedented merger and acquisition activity to scandal, greed, and, ultimately, recession -- we've learned that widespread and difficult change is no longer the exception. By outlining the process organizations have used to achieve transformational goals and by identifying where and how even top performers derail during the change process, Kotter provides a practical resource for leaders and managers charged with making change initiatives work.
Learning to Educate: Proposals for the Reconstruction of Education in Developing Countries is a practical and strategic guide for education leaders and others who want to do more to improve the quality of curriculum, learning, teaching, and assessment. The book is also a philosophical guide that articulates and affirms the fundamental values and purposes of education in a rapidly changing world. It confronts us with the opportunity and the necessity to unravel bedrock assumptions and stimulate further discussion about the nature of teaching and learning. What does it take to change mindsets? And how do we bring about “reconstruction” without losing our groundings and bearings? The authors, Ernesto Schiefelbein and Noel McGinn, use the full weight of their extensive knowledge in education research, teaching, policy, and action, to argue that, in order to reconstruct quality education, we must begin by improving its foundation. The result is a seasoned and superbly articulated examination of the principles and practices of teaching and learning, which focuses on the crucial need of all children to learn how to learn. Innovative, cultured, and consistently captivating, this book is bold and, in the field of comparative and international education, unprecedented. “... Current and cutting-edge knowledge on critically important dimensions of effective teaching and learning ...” – N’Dri Thérèse Assié-Lumumba, Cornell University “... A treasury of insights into the education challenge currently proposed by the UN global 2030 Agenda: universal quality learning ...” – Kenneth King, University of Edinburgh “... A helpful roadmap to the essential questions facing educators today ...” – Fernando M. Reimers, Harvard University