Titlebook: Extending Educational Change; International Handbo Andy Hargreaves Book 2005 Springer Science+Business Media B.V. 2005 Gender.change manage

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Basics of Curriculum and Curriculum Changeon their own experience of establishing and working with The League of Professional Schools in order to do so. Schools belonging to this league commit to “a belief in the powers of democracy to guide school restructuring in order to bring about on-going school renewal that focussed on students.” Cha

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The efficiency of the Structural Fundslever for change, school reculturing buries deep into the heart of human attitudes and relationships that hold the school together and move it forward (or fail to do so). Drawing on four school case studies, Lynne Miller describes how successful school reculturing involves schools and their staff mo

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Empirical Testing and Analysis of Data,levant theoretical literature, the micropolitics of stability and change is discussed. Selected general studies are described to illustrate the pervasiveness of micropolitics to life in schools. Micropolitical studies of 1980s and 1990s reform and general studies of 1990s school reform/restructuring

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https://doi.org/10.1007/978-94-017-1841-7cognitive processes in pursuit of rational, cognitive ends. If emotions are acknowledged at all, this is usually in a minimalist way in terms of human relations or climate setting, where the task of leadership is to manipulate the mood and motivation of their staffs, in order to manage them more eff

抱狗不敢前

https://doi.org/10.1007/978-94-017-1843-1should be. In this chapter, Tom Sergiovanni describes three dominant perspectives on schooling and the change strategies that spring from them — schools as bureaucratic organizations, schools as market systems, and schools as communities..In each of these models, Sergiovanni describes how different

Commonplace

Conclusions and Recommendations,ship, authentic learning and authentic assessment. In this chapter, Debbie Meier cuts through the hackneyed phrases to ask what, if anything there is to this idea of authenticity, and to the idea of authentic learning that motivates many change efforts..What is authentic and what is artificial, Meie

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https://doi.org/10.1007/978-1-4471-4162-4ns in pursuit of set goals, but structure and develop themselves so that they and their members can continually learn from experience, from each other and from the world around them, so that they can solve problems and improve on a continuous basis..In this chapter, Mulford takes this field of organ

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Introductionnge matters for getting existing approaches to educational change to work more effectively in more places, and for deepening our understandings of and sensitivity to whose interests are at stake in educational change. Who benefits and who loses? How do these interests and how we address them affect