Dynamic Educational Change

Studie over het onderwijs in de Verenigde Staten

This book explores the impacts on personal and professional, local and global forms of belonging in educational spaces amidst rapid changes shaped by globalization. Encouraging readers to consider the idea of belonging as an educational goal as much as a guiding educational strategy, this text forms a unique contribution to the field. Drawing on empirical and theoretical analyses, chapters illustrate how educational experience informs a sense of belonging, which is increasingly juxtaposed against a variety of global dynamics including neoliberalism, transnationalism, and global policy and practice discourses. Addressing phenomena such as refugee education, large-scale international assessments, and study abroad, the volume’s focus on ten countries including Japan, Sierra Leone, and the US demonstrates the complexities of globalization and illuminates possibilities for supporting new constructions of belonging in rapidly globalizing educational spaces. This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and educational policy more broadly. Those interested in the sociology of education and cultural studies within education will also benefit from this volume.

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.

A compelling approach to lasting educational change informed by lessons learned and new successes worldwide! Andy Hargreaves and Dennis Shirley present a concise framework for successful and sustainable reform that integrates teacher professionalism, community engagement, government policy, and accountability. Drawing from research on traditional methods and new findings from around the globe, the authors offer an absorbing and insightful analysis of three major efforts of the past 25 years, outline the strengths and limitations of each model, and offer a fourth way for achieving dramatic improvement built on: Six Pillars of Purpose that support change Three Principles of Professionalism that drive change Four Catalysts of Coherence that sustain change

Moral purpose and complexity -- Complexity and the change process -- The deep meaning of inside collaboration -- The deep meaning of outside collaboration -- The complexities of transferability -- Intellectual, political and spiritual fusion.

This book contributes to the literature on the ethical use of power and political skills to lead whole system change within school districts.

This important book takes a fresh look at educational change - a concept which is in frequent use but rarely examined for the variety of meanings it conveys. It brings together the ideas of major educational change theorists from three continents, and invites the reader to explore the idea of educational change at a number of levels and from a variety of perspectives. There is much talk about the pace of social change in, and the growing complexity of, industrial societies. In this book a number of well-known international researchers attempt to analyse the meaning of contemporary social change for education. Particular emphasis is given to the implications for: * the personal and social development of students * schools as organizations * the school curriculum * the teaching profession * educational policy formation * education research