The purpose of this volume is to locate school improvement within a theoretical and practical framework, to illustrate the challenges facing school improvement strategies from a policy context, to demonstrate the evolution of a range of school improvement strategies in recent times, and through reports of recent research to challenge the assumptions underlying contemporary school improvement approaches. These concerns are reflected in the four major sections of the book. (1) Towards a Theory of School Development; (2) The Contemporary Context of School Improvement; (3) Tensions and Contrasts in School Improvement Strategies; (4) The Effectiveness of School Improvement Strategies. This volume (part of 4 volumes) is the fourth section in the International Handbook of Educational Change. The volumes are a state-of-the-art collection of the most important ideas and evidence of educational change. The volumes bring together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find these volumes an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.
Author(s): David Hopkins
Edition: 1
Year: 2005
Language: English
Pages: 322
Table of Contents......Page 6
International Handbook of Educational Change - Introduction......Page 8
Introduction: Tensions in and Prospects for School Improvement......Page 13
I. Towards a Theory of School Development......Page 34
Developing the Twenty-First Century School: A Challenge to Reformers......Page 35
Reconnecting Knowledge Utilization and School Improvement: Two Steps Forward, One Step Back......Page 50
The School Effectiveness Knowledge Base as a Guide for School Improvement......Page 72
II. The Contemporary Context of School Improvement......Page 92
School Evaluation and Improvement: A Scandinavian View......Page 93
Quality Assurance Reviews as a Catalyst for School Improvement in Australia......Page 109
Assessment and Accountability in Kentucky: How High Stakes Affects Teaching and Learning......Page 137
III. Tensions and Contrasts in School Improvement Strategies......Page 153
Innovations in Planning for School Improvement: Problems and Potential......Page 154
Curriculum Reform, Educational Change, and School Improvement......Page 176
The Conduct of Inquiry on Teaching: The Search for Models more Effective than the Recitation......Page 189
Three Rival Versions and a Critique of Teacher Staff Development......Page 215
Why Teachers Need their Colleagues: A Developmental Perspective......Page 230
IV. The Effectiveness of School Improvement Strategies......Page 245
"World Class" School Improvement: An Analysis of the Implications of Recent International School Effectiveness and School Improvement Research for Improvement Practice......Page 246
"Inside-Out" and "Outside-In": Learning from Past and Present School Improvement Paradigms......Page 257
Sands, Bricks, and Seeds: School Change Strategies and Readiness for Reform......Page 270
Using "Promising Programs" to Improve Educational Processes and Student Outcomes......Page 285
International Handbook of Educational Change - Table of Contents......Page 310
