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Title Accelerating change in schools : leading rapid, successful, and complex change initiatives / edited by Linda Dudar, Shelleyann Scott, Donald E. Scott
Edition First edition
Published Bingley, UK : Emerald Publishing Limited, 2017
Online access available from:
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EBSCO eBook Academic Collection    View Resource Record  


Description 1 online resource
Series Advances in educational administration ; vol. 27
Advances in educational administration ; vol. 27
Contents Cover; Title Page; Copyright Page; Contents; List of Figures; List of Tables; List of Cases; Acknowledgments; Foreword; Section I -- Leadership and Rapid Change; Chapter 1 The Demand for Rapid Change; 1.1. Introduction; 1.2. What Are Some of the Sociopolitical Drivers of Change?; 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism; 1.2.2. Globalization and the Knowledge Economy; 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All; 1.2.4. Globalization: Migration and Brain Circulation
1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?1.3. The Organization of the Book; Chapter 2 Understanding the Theory of Change Processes; 2.1. Guiding Assumptions for Change; 2.2. Guiding Assumption 1: Change Is a Process Not an Event!; 2.2.1. Life Cycle Theory; 2.2.2. Teleological Theory; 2.2.3. Dialectical Theory; 2.2.4. Evolutionary Theory; 2.2.5. Lewin's Three Steps; 2.2.6. The Turnaround School Movement; 2.2.7. Critiques of Turnaround School Literature; Chapter 3 Stakeholders and Change Participants -- Important Influencers
3.1. Guiding Assumption 2: Partisanship Can Influence Policy3.2. Guiding Assumption 3: Teachers Are Wonderful Learners -- So What Is the Problem with Change?; 3.2.1. Guskey's Model of Teacher Change; 3.2.2. Hall and Hord's Concerns-Based Adoption Model; Stages of Concern (SoC); Levels of Use (LoU); Innovation Configuration (IC); 3.3. Guiding Assumption 4: Professional Development -- The Magic Bullet to Policy Implementation and Change?; 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning
3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It?; Chapter 4 Defining Change Leadership; 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial; 4.1.1. Turnaround Leadership; 4.1.2. Transformational Leadership; 4.1.3. Authentic Leadership; 4.1.4. Leading Learning Organizations; 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership; Chapter 5 The Self-Aware and Discerning Change Agent; 5.1. Metacognition and Change Agency
5.2. Social Cognitive Theory5.2.1. Self-Efficacy; Mastery Experiences (or Performance Accomplishments); Vicarious Experiences; Social or Verbal Persuasion; Psychological or Emotional Arousal; 5.2.2. Self-Reflection and Agency; 5.3. Summary; Chapter 6 The Rapid Change Model; 6.1. Fast-Paced Change Is Possible; 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult; 6.3. The Rapid Change Model; 6.4. The Demand for Rapid Change; 6.4.1. Education Ministries; 6.4.2. School Boards; 6.4.3. Stakeholders; 6.4.4. Professional Obligation
Summary This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders
Bibliography Includes bibliographical references and index
Notes Online resource; title from PDF title page (EBSCO, viewed March 27, 2017)
Subject Educational acceleration.
Educational change.
Form Electronic book
Author Dudar, Linda, editor
Scott, Donald E., editor
Scott, Shelleyann, editor
ISBN 1786355019 (electronic bk.)
9781786355010 (electronic bk.)