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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.
Educational planning --- Educational change --- Education --- Planning --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational innovations --- Administration, Organization and Leadership. --- Education, general. --- #SBIB:316.334.1O230 --- Handbooks, manuals, etc --- Geplande onderwijsverandering --- School management and organization. --- School administration. --- Education. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Inspection --- Management and organization
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Middle schools --- Education and state --- -Middle schools --- -#SBIB:316.334.1O200 --- #SBIB:022.TOND --- Intermediate schools --- Schools --- Elementary schools --- Junior high schools --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Onderwijsbeleid en organisatie: algemeen --- Government policy --- #SBIB:316.334.1O200 --- Middle schools - Great Britain. --- Education and state - Great Britain.
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Pedagogiek en onderwijskunde --- didactische theorieën. --- Teaching --- #PBIB:2004.4 --- Didactische theorieën.
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The International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this book an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.
Educational change --- -Educational planning --- -#PEDA *D --- Education --- Planning --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Handbooks, manuals, etc --- -37 --- 37 Opvoeding en onderwijs --(algemeen) --- Opvoeding en onderwijs --(algemeen) --- Projet éducatif --- Projet éducatif --- #PEDA *D --- 37 --- Pedagogiek en onderwijskunde --- Handbooks, manuals, etc. --- Onderwijsbeleid. --- Enseignement --- Guides, manuels, etc --- Réforme --- 37 Education --- School management and organization. --- School administration. --- Curriculums (Courses of study). --- Education—Curricula. --- Administration, Organization and Leadership. --- Curriculum Studies. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Management --- Organization --- Curricula --- Inspection --- Management and organization
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Teaching --- Business management --- onderwijs --- leidinggeven --- administratie
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Sociology of education --- Curriculum development --- Didactics
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Teachers --- Teachers --- Teaching --- Attitudes --- Social aspects
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In Sustainable Leadership, Andy Hargreaves and Dean Fink address one of the most important and often neglected aspects of leadership: sustainability. The authors set out a compelling and original framework of seven principles for sustainable leadership characterized by Depth of learning and real achievement rather than superficially tested performance; Length of impact over the long haul, beyond individual leaders, through effectively managed succession; Breadth of influence, where leadership becomes a distributed responsibility; Justice in ensuring that leadership actions do no harm to and actively benefit students in other schools; Diversity that replaces standardization and alignment with diversity and cohesion; Resourcefulness that conserves and renews leaders' energy and doesn't burn them out; and Conservation that builds on the best of the past to create an even better future.
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