Fundamental Change: International Handbook of Educational Change: 3 - Tapa blanda

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, U.S.A. MICHAEL FULLAN Ontario Institute for Studies Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Slalls, London, U.K. This set of four volumes on 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.

The chapters in this volume are divided into three broad categories: (1) those dealing with macro educational change at the societal level (2) those relating to large scale initiatives based on particular reform strategies (3) those pertaining to fundamental transformations of professional development strategies, indeed to fundamental reform in the profession of teaching itself. There has been a growing dissatisfaction over the past two decades about the slow pace of educational reform. Whatever successes that have been obtained have been confined to individual schools what succeeded here and there. Missing was any sense that educational change could be accomplished on a large scale sustained basis. The chapters in this book attempt to push forward on the agenda of fundamental change. This volume (part of 4 volumes) is the third section in the International Handbook of Educational Change.