This volume attempts to delineate the roots of a self-conscious
field of educational change that grew up in a" and grew out of a"
the turbulent political, social, economic and cultural life of the
post-World War II years. Its authors, who provided many of the
seminal writings that helped to create and shape the field, examine
their work from current perspectives.
The issues they raise allow the reader to see the connections
between the recent history of education in general, and the field
of educational change in particular. In the 50s and 60s these
scholars represented a broad spectrum of innovative thought and
action shifting the focus of research in education and school
improvement to studying a" and interacting with a" schools as
organizations and cultures.
The range of issues that the authors deal with a" from the
effects of the GI Bill to the effects of school environment on
student learning, from the political realities of educational
policy to social realities of teachers a" are explored and
revisited. These issues, leading to controversial themes involving
change, school and community, continue to nourish the field and its
many branches.
This volume (part of 4 volumes) is the first 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.
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