Item Details

The New Meaning of Educational Change

Michael G. Fullan
Format
Book
Published
New York : Teachers College Press, c2001.
Edition
3rd ed
Language
English
ISBN
0807740705 (cloth), 0807740691 (pbk. : alk. paper)
Contents
  • Part I Understanding Educational Change
  • 1. A Brief History of Educational Change 3
  • First Attempt Falls Flat 4
  • Prospects for Reform 16
  • 2. Sources of Educational Change 21
  • Innovation Overload 21
  • Innovations Abound 24
  • 3. Meaning of Educational Change 29
  • General Problem of the Meaning of Change 30
  • Subjective Meaning of Educational Change 32
  • Objective Reality of Educational Change 38
  • Shared Meaning and Program Coherence 46
  • 4. Causes and Processes of Initiation 49
  • Factors Affecting Initiation 53
  • Dilemmas of Initiation 65
  • 5. Causes/Processes of Implementation and Continuation 69
  • Factors Affecting Implementation 71
  • Key Factors in the Implementation Process 72
  • Factors Affecting Continuation 87
  • Implementation/Continuation Worries 90
  • Perspectives on the Change Process 91
  • 6. Planning, Doing, and Coping with Change 95
  • Why Planning Fails 95
  • Success Is Possible 103
  • Planning and Coping 104
  • Scope of Change 110
  • Part II Educational Change at the Local Level
  • 7. Teacher 115
  • Where Teachers Are 116
  • Enter Change 123
  • Professionalism at the Crossroads 133
  • 8. Principal 137
  • Where Principals Are 138
  • Principal and Change 141
  • Complexity of Leadership 147
  • 9. Student 151
  • Where Students Are 153
  • Student and Change 159
  • 10. District Administrator 165
  • Where District Administrators Are 165
  • District Administrators and Change 170
  • What School Success Looks Like 175
  • Cautions and Implications 179
  • 11. Consultant 185
  • Problem and Promise of Consultancy 185
  • External Consultants: Outside-In 193
  • Using Consultants: Inside-Out 195
  • 12. Parent and the Community 197
  • Parent Involvement in Schools 198
  • School Board and Communities 208
  • Implications 213
  • Part III Educational Change at the Regional and National Levels
  • 13. Governments 219
  • Role of Governments 220
  • Case of the National Literacy and Numeracy Strategy 225
  • Implications 232
  • 14. Professional Preparation of Teachers 237
  • Preparation of Teachers 239
  • Hiring and Induction 249
  • 15. Professional Development of Educators 253
  • Standards of Practice 255
  • Reculturing Schools 259
  • Role of Leadership 260
  • To Recreate a Profession 265
  • 16. Future of Educational Change 267.
Description
xiv, 297 p. : ill. ; 24 cm.
Notes
Includes bibliographical references (p. 273-286) and index.
Technical Details
  • Access in Virgo Classic

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    a| New York : b| Teachers College Press, c| c2001.
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    a| xiv, 297 p. : b| ill. ; c| 24 cm.
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    g| Part I t| Understanding Educational Change -- g| 1. t| A Brief History of Educational Change g| 3 -- t| First Attempt Falls Flat g| 4 -- t| Prospects for Reform g| 16 -- g| 2. t| Sources of Educational Change g| 21 -- t| Innovation Overload g| 21 -- t| Innovations Abound g| 24 -- g| 3. t| Meaning of Educational Change g| 29 -- t| General Problem of the Meaning of Change g| 30 -- t| Subjective Meaning of Educational Change g| 32 -- t| Objective Reality of Educational Change g| 38 -- t| Shared Meaning and Program Coherence g| 46 -- g| 4. t| Causes and Processes of Initiation g| 49 -- t| Factors Affecting Initiation g| 53 -- t| Dilemmas of Initiation g| 65 -- g| 5. t| Causes/Processes of Implementation and Continuation g| 69 -- t| Factors Affecting Implementation g| 71 -- t| Key Factors in the Implementation Process g| 72 -- t| Factors Affecting Continuation g| 87 -- t| Implementation/Continuation Worries g| 90 -- t| Perspectives on the Change Process g| 91 -- g| 6. t| Planning, Doing, and Coping with Change g| 95 -- t| Why Planning Fails g| 95 -- t| Success Is Possible g| 103 -- t| Planning and Coping g| 104 -- t| Scope of Change g| 110 -- g| Part II t| Educational Change at the Local Level -- g| 7. t| Teacher g| 115 -- t| Where Teachers Are g| 116 -- t| Enter Change g| 123 -- t| Professionalism at the Crossroads g| 133 -- g| 8. t| Principal g| 137 -- t| Where Principals Are g| 138 -- t| Principal and Change g| 141 -- t| Complexity of Leadership g| 147 -- g| 9. t| Student g| 151 -- t| Where Students Are g| 153 -- t| Student and Change g| 159 -- g| 10. t| District Administrator g| 165 -- t| Where District Administrators Are g| 165 -- t| District Administrators and Change g| 170 -- t| What School Success Looks Like g| 175 -- t| Cautions and Implications g| 179 -- g| 11. t| Consultant g| 185 -- t| Problem and Promise of Consultancy g| 185 -- t| External Consultants: Outside-In g| 193 -- t| Using Consultants: Inside-Out g| 195 -- g| 12. t| Parent and the Community g| 197 -- t| Parent Involvement in Schools g| 198 -- t| School Board and Communities g| 208 -- t| Implications g| 213 -- g| Part III t| Educational Change at the Regional and National Levels -- g| 13. t| Governments g| 219 -- t| Role of Governments g| 220 -- t| Case of the National Literacy and Numeracy Strategy g| 225 -- t| Implications g| 232 -- g| 14. t| Professional Preparation of Teachers g| 237 -- t| Preparation of Teachers g| 239 -- t| Hiring and Induction g| 249 -- g| 15. t| Professional Development of Educators g| 253 -- t| Standards of Practice g| 255 -- t| Reculturing Schools g| 259 -- t| Role of Leadership g| 260 -- t| To Recreate a Profession g| 265 -- g| 16. t| Future of Educational Change g| 267.
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