This volume deals with the idea and necessity of extending
educational change a" conceptually and in action. Extending
educational change matters for getting existing approaches to
educational change to work more effectively in more places, and for
deepening our understandings of and sensitivity to whose interests
are at stake in educational change. Who benefits and who loses? How
do these interests and how we address them affect what kinds of
changes we pursue? What challenges does all this pose for the
change process itself?
One of the major challenges of educational change today, is how
to define and manage change in a politically contested and
multi-dimensional environment. It is time to revisit some of the
fundamental issues in the field, extend our analysis of them
further, and connect with sociological and political forms of
inquiry that are attuned to the highly contested terrain that
schooling now comprises.
This volume (part of 4 volumes) is the second 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 otherwork provides as comprehensive coverage of the
field of educational change.
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