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The New Imperatives of Educational Change is a clarion call to move beyond the standardized testing and marketplace competition that have become pervasive in school systems to focus instead on creating the conditions that will encourage all students to become critical and independent thinkers. Dennis Shirley presents five new imperatives to guide educators and policymakers towards a re-thinking of what it means to teach effectively and to learn in depth. The evidentiary imperative requires educators to attain a better grasp of what data actually reveal about international trends in student learning. The interpretive imperative encourages mindful deliberation before acting on evidence in order to promote the integrity of a school community. The professional imperative describes new international research findings on promising pedagogies and curricula that propel learning in new directions. The global imperative argues that we all must look beyond our national boundaries to improve the flourishing of all young people, wherever they may be found. Finally, the existential imperative reminds us that students look to their teachers as role models who can dignify learning with meaning and embellish life with joy. Visionary in its scope and practical in its details, The New Imperatives of Educational Change is an indispensable road map for all teachers, principals, and system leaders.
The New Imperatives of Educational Change is a clarion call to move beyond the standardized testing and marketplace competition that have become pervasive in school systems to focus instead on creating the conditions that will encourage all students to become critical and independent thinkers. Dennis Shirley presents five new imperatives to guide educators and policymakers towards a re-thinking of what it means to teach effectively and to learn in depth. The evidentiary imperative requires educators to attain a better grasp of what data actually reveal about international trends in student learning. The interpretive imperative encourages mindful deliberation before acting on evidence in order to promote the integrity of a school community. The professional imperative describes new international research findings on promising pedagogies and curricula that propel learning in new directions. The global imperative argues that we all must look beyond our national boundaries to improve the flourishing of all young people, wherever they may be found. Finally, the existential imperative reminds us that students look to their teachers as role models who can dignify learning with meaning and embellish life with joy. Visionary in its scope and practical in its details, The New Imperatives of Educational Change is an indispensable road map for all teachers, principals, and system leaders.
This book offers an ecological perspective to understand the opportunities and complexities of spreading and sustaining educational innovations. It explores the imperatives underpinning educational reforms and identifies the role of schools in developing, disseminating, and sustaining changes in Singapore’s educational context. It also includes international case studies that examine the dialectical relationships between structure, people and culture and demonstrate that cultivating ecologies involves leveraging affordances and resources across the education system to create new contexts, synergies and capacities. Further, it argues that educational innovations and reforms also need to consider tacit knowledge and conditions of transfer, which may be ambiguous and challenging. Few books address the nuances and interactions of innovation and change across levels of the education ecology – from the micro (classroom), meso (organisation / school), exo (partners), macro (policy) and chrono (time scales) levels. The ecological perspective adopted in this book explores the dynamic tensions in order to understand the interplays of policy and school-level influences that contextualize school innovations. By presenting multiple voices and views, it allows impediments and affordances of innovation diffusion to be discussed holistically, which is an integral caveat for nurturing a sustainable ecology that enables innovations.
"Fullan shows how moral leadership can reinvent the principalship and bring about large-scale school improvement. This is a masterfully crafted and accessible book by North America′s foremost expert on change." —Thomas J. Sergiovanni, Lillian Radford Professor of Education Trinity University, San Antonio, TX "Fullan challenges all who work in education to rethink the critical role of the principal as school leader in the current era of accountability. With clarity and insight, he offers a series of strategies to reshape the culture and context of leadership in schools to create learning communities where both students and teachers can excel." —Paul D. Houston, Executive Director American Association of School Administrators "Once again, the writing of Michael Fullan is a tour de force. The Moral Imperative of School Leadership is a must-read for those who want to make a difference!" —Gerald N. Tirozzi, Executive Director National Association of Secondary School Principals The time has come to change the context of school leadership! The role of the principal is pivotal to systemic school change. That is the fundamental message of The Moral Imperative of School Leadership, which extends the discussion begun in Fullan′s earlier publication, What′s Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. In an effort to make the position more rewarding and exciting, he shifts the principal′s role from one of a site-based superman or superwoman, and recasts it as one in which principals figure prominently both within their school and within the larger school system that surrounds them. Concepts explored in-depth include: Why "changing the context" should be the main agenda for the principalship Why barriers to the principalship exist Why the principal should be seen as the COO (chief operating officer) of a school Why the role of the principal should figure more prominently within the system What individuals and the system can do to transform school leadership to a powerful new force The challenge, and moral imperative, for today′s principal is to lead system transformations to resolve the top-down/bottom-up dilemma that exists in systemic change. To end the exodus from the principalship, and for great school leaders to evolve in large numbers, the time to redefine the position is now!
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.
Pre-school children have fundamentally different attitudes towards the future and attendant notions of time and space. For this reason, early childhood professionals are optimally placed to lay important foundations for young children's long term development. Children's flexibility of thought, their positive and constructive outlook on life, their sense of the continuity of time, their creativity and imagination, and their sense of personal connection with time and the future, are all qualities that should be recognized and addressed in early childhood educational programmes as a means of counteracting the difficulty youths experience in knowing what to expect in their future lives and coming to understand their roles in shaping them. Reframing the Early Childhood Curriculum offers fresh insight into: * examining futurists' and early childhood theorists' thinking of the relevance of planning for children's long term needs in early childhood * identifying the skills, attitudes and outlooks required to assist young children attending early childhood programmes in their long term growth and development * exploring the means through which these skills, attitudes and outlooks can be achieved in curriculum frameworks through specific goals and learning experiences against the background of youth and young children's views of the future.
Improving Schools with Blended Learning is specifically designed to address the important issues needed to successfully modernise education within the context of technological change. It does this by first providing a clear roadmap for designing Blended Learning environments able to respond to the technological imperatives challenging schools at present, and then illustrating this roadmap via specific, original research that details the 'how to' aspects of a successful technology-based design process. School leaders, teachers, teacher education students and researchers will all find highly relevant information about how to manage for disruption in the new and informative approach to Blended Learning (BL) they will discover in this book. This book arose from two different research projects the authors have been pursuing over the last 3–5 years, including school improvement research and Blended Learning research designed to investigate the role of technology in effective teaching and learning. By combining the insights gained from these two different research areas, this book is able to present a novel understanding of BL that is both insightful and clearly evidence-based. Improving Schools with Blended Learning also provides several original contributions to specific knowledge in the areas of BL and school improvement that most educators will find highly useful, including the use of BL schemas, a clear and extended BL continuum, how to measure and evaluate the success of BL, how to scaffold teacher ICT knowledge and skills, and a specific process for contextualising applied BL in relation to the ‘disruption’ imperatives of the Knowledge Economy.
The Politics of Education Reforms, which is the ninth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses concerning the politics of education reforms globally. It provides an easily accessible, practical yet scholarly source of information about recent developments in globalisation, comparative edu- tion and education reforms. Above all, the book offers the latest findings to the critical issues concerning major discourses surrounding education reforms in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, and schooling around the world. It offers a timely overview of current policy issues affecting research in comparative education of education reforms. It provides directions in education, and policy research, relevant to p- gressive pedagogy, social change and transformational educational reforms in the twenty-first century. The book critically examines the overall interplay between the state, ideology and current discourses of education reforms in the global culture. It draws upon recent studies in the areas of globalisation, academic achievement, standards, equity and the role of the State (Carnoy 1999; Zajda 2008a, b). It explores c- ceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, and quality-driven education reforms. It dem- strates the neo-liberal ideological imperatives of education and policy reform, affecting schooling globally (see also Zajda 2005). Various book chapters critique the dominant discourses and debates pertaining to comparative education d- courses on reforms and neo-liberal ideology in education.