| Description |
xii, 326 pages ; 25 cm |
| Contents |
Understanding educational change -- The purpose and plan of the book -- The plan of the book -- What is school reform for? -- Sources of education -- The sources of innovation -- Innovations are not ends in themselves -- The meaning of educational change -- The general problem of the meaning of change -- The subjective meaning of educational change -- The objective reality of educational change -- Implications of the subjective and objective realities -- The causes and processes of adoption -- Factors affecting adoption -- Adoption and beyond -- Causes/processes of implementation and continuation -- Factors affecting implementation -- Factors affecting continuation -- Perspective on the change process -- Planning, doing, and coping with change -- Why planning fails -- Success is possible -- Planning and coping -- The scope of change -- The problem of change -- Educational change at the local level -- The teacher -- Where teachers are -- Enter change -- Change is necessary -- Change is possible -- The principal -- Where principals are -- The principal and change -- The principal's dilemma: coping with change -- Guidelines for coping -- The student -- Where students are -- The student and change -- Guidelines for coping -- The district administrator -- Where the district administrator are -- The district administrator and change -- Guidelines for coping -- The consultant -- Internal district consultants -- The role of internal and external consultants in perspective -- The parent and the community -- School boards, communities, and change -- Parent involvement in schools -- Guidelines for coping -- Educational change at the regional and national level -- governments -- The united states federal government -- The state education department -- Canadian federal and provincial governments -- Guidelines for governments -- Professional preparation and professional development -- The preparation of teachers -- The professional development of teachers -- The preparation and professional development of administrators and consultants -- Guidelines for effective professional development -- The future of educational change -- Cognitive vs. Social-development goals -- Fidelity vs. Variation -- Privatism vs. professional development -- Specific vs. generic capacity for change -- Time and change -- Leadership and change -- Grandeur vs. incrementalism -- Meaning and change -- School and society |
| Analysis |
Education and state Canada |
|
Education and state United States |
|
Educational change Canada |
|
Educational change United States |
|
Educational innovations Canada |
|
Educational innovations United States |
| Notes |
Includes index |
| Bibliography |
Bibliography: pages [305]-324 |
| Subject |
Curriculum change -- Canada.
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Curriculum change -- United States.
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Curriculum change.
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Education and state -- Canada.
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Education and state -- United States.
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Educational change -- Canada.
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Educational change -- United States.
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Educational innovations -- Canada.
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Educational innovations -- United States.
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Educational innovations.
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Educational planning -- Canada.
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Educational planning -- United States.
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Educational planning.
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School management and organization -- Canada.
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School management and organization -- United States.
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| LC no. |
81018525 |
| ISBN |
0807727121 |
|
