Knowledge of the processes of educational change is said to be the
missing ingredient in attempts to bring about educational
innovation and reform. Whether these efforts involve grass roots
innovation or large-scale societal reform, failure to understand
and act on existing knowledge of the change process has accounted
for the widespread lack of success in making educational
improvements. This volume analyzes what is known about successful
or productive change processes, and identifies corresponding action
strategies at the individual, school, local and state levels.
Included in this book is a major treatment of the topic of the
'ethics of planned change', a neglected topic in recent literature,
especially since strategies for intervening in the change process
are receiving more attention. This book is intended to be used by
teachers in training and in service, teacher trainers, educational
researchers, education historians and administrators.
General
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