This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field, including Andy Hargreaves, Larry Cuban, Ivor Goodson, Jeannie Oakes, Milbrey McLaughlin, Judyth Sachs and Ann Liebermann. Divided into four sections, the book addresses the key themes: What has been the impact of educational change? How has the impact differed in different circumstances? What are the new directions for research on policy and practice? How can we link research, policy and practice? By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international ‘social movements’ and the ‘refracted’ nature of policy agenda at national and local levels. This book addresses issues which with many educators around the world are currently grappling. It will appeal to academics and researchers in the field, as well as providing an introduction to key issues and themes in Educational Change for graduates and practitioners.
Author(s): Ciaran Sugrue
Edition: 1
Year: 2008
Language: English
Pages: 256
Book Cover......Page 1
Title......Page 4
Copyright......Page 5
Contents......Page 6
Illustrations......Page 8
Notes on contributors......Page 9
Foreword......Page 14
Acknowledgements......Page 18
Introduction......Page 20
Part I: Educational change......Page 32
1 The coming of post-standardization: Three weddings and a funeral......Page 34
2 These may be good times: An argument that things are getting better......Page 53
3 The plate tectonics of educational change in Ireland: Consequences for research quality, policy and practice?......Page 67
Part II: Educational change......Page 92
4 US school reform and classroom practice......Page 94
5 Community organizing for educational change: Past illusions, future prospects......Page 108
6 Roles for systematic social enquiry on policy and practice in mature educational systems......Page 125
Part III: Educational change......Page 140
7 Schooling, curriculum, narrative and the social future......Page 142
8 Research and community organizing as tools for democratizing educational policymaking......Page 155
9 Improving city schools: Who and what makes the difference?......Page 174
Part IV: Educational change......Page 192
10 Beyond ‘misery research’ – new opportunities for implementation research, policy and practice......Page 194
11 The knowledge society as a trigger for contemporary change in education policy and practice......Page 210
12 How do teachers learn to lead?......Page 223
Epilogue: The future of educational change?......Page 238
Index......Page 245
