Cover page; Halftitle page; Title page; Copyright page; Title page; Copyright page; Contents; Preface; Dedication; Chapter 1 Introduction; Chapter 2 The background context: Promises and problems; Curriculum reform; School improvement; School effectiveness; Effective schools: organization and process factors; Teacher research; A case in point; Why classroom research?; Teacher development; The broad picture; The local context; The curriculum context; Summary; Notes; Chapter 3 The story of one school; Breaking old habits; Forging new ground; Extending the change; Notes
Chapter 4 The substance of the changeThe subject mattered at Lakeview; Discussion; Notes; Chapter 5 The people who tried to change what they taught; The teacher; Research about the teacher; A case in point; Constructivism and learning to change teaching; Approaches to change; The role of the principal; Conceptual support; Support leadership; Students; Notes; Chapter 6 The unit of change; The power of group process; Moving the organization; The little shop of horrors; The egg carton model; The community model; Harmony around teaching; The good school; We can take on the world
Implications for teacher developmentChapter 7 Factors at work; Peer interaction; Leadership; Knowledge utilization; Two views of knowledge and its use; How the teachers used knowledge at Lakeview; The role played by knowledge; Linkages; Note; Chapter 8 Reflections and implications; Constraints on change; The literature on school change; Aiming at the wrong targets; The technical pitfall; The persistence of the top-down approach to change; Change within the school; The interconnectedness of change within a school; The importance of context; The substance of change; Contrasting perspectives
Notes
"First published in 1994 by Falmer."
Online resource; title from PDF title page (Ebsco, viewed May 17, 2018)
