Change Forces: Probing the Depths of Educational Reform: 10 (School Development and the Management of Change, 10) - Tapa blanda

"This book is excellent. It says all the things I want teachers to hear and act upon about managing their own learning, about balancing life and work, and about how schools need to invest in teacher learning and look at how they become learning organizations." -Management Learning "A provacative and stimulating book. I defy any reader not to be engaged. This is a challenging and optimistic book. Its readiblity will make it acceptable to a wide range of audiences." -Educational Management "Fullan signals that this book will seriously address divisive political and normative issues, eschewing the neutral approach to change that has plagued many otherwise excellent analyses of school reform the past decades." Changes Forces: The Sequel takes on a herculean task: moving beyond a neutral analysis of educational change while using business literature that offers little or no normative or political insight...Nobody is more knowledgeable about school change than Michael Fullan. Through his writing for practitioners and scholars, he has done a tremendous amount to build a wide understanding the technical and cultural dimensions of educational reform." Change Forces: The Sequel, contributes to that legacy by adding contextual and theoretical flesh...." -Journal of Education for students placed at risk moving "This book is excellent. It says all the things I want teachers to hear and act upon about managing their own learning, about balancing life and work, and about how schools need to invest in teacher learning and look how they become learning organizations." -Management Learning

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.