Changing Our Schools: Linking School Effectiveness and School Improvement

Changing Our Schools: Linking School Effectiveness and School Improvement

Changing Our Schools: Linking School Effectiveness and School Improvement

Changing Our Schools: Linking School Effectiveness and School Improvement

Synopsis

Many of our schools are good schools - if this were 1965. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. Throughout the world a great deal of effort and money has been expended in the name of educational change. Much of it has been misdirected and some of it wasteful. This book assists people inside and outside schools to bring about positive change by helping them to define the purposes behind change, the processes needed to achieve change and the results which they should expect. By linking the why, what and how of change, the authors provide both a theoretical critique and practical advice to assist all those committed to changing and improving schools.

Excerpt

Around the world, schools and the societies of which they are part, are confronting the most profound changes, the like of which have not been seen since the last great global movement of economic and educational restructuring more than a century ago. The fundamental forms of public education that were designed for an age of heavy manufacturing and mechanical industry are under challenge and fading fast as we move into a world of high technology, flexible workforces, more diverse school populations, downsized administrations and declining resources.

What is to follow is uncertain and unclear. The different directions of change can seem conflicting and are often contested. Decentralized systems of school self-management are accompanied by centralized systems of curriculum and assessment control. Moves to develop more authentic assessments are paralleled by the tightened imposition of standardized tests. Curriculum integration is being advocated in some places, more specialization and subject departmentalization in others.

These complex and contradictory cross-currents pose real challenges to theoretical and practical interpretation in many fields of education, and constitute an important and intriguing agenda for educational change, and for this series which is intended to meet a deep-seated need among researchers and practitioners. International, social and technological changes require a profound and rapid response from the educational community. By establishing and interpreting the nature and scope of educational change, Changing our schools will make a signification contribution to meeting this challenge.

We are delighted that Louise Stoll and Dean Fink are opening this series with their thoughtful, panoramic yet practical account of school change. Stoll . . .

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