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Research indicates change is complex and difficult, and requires
considerable time to achieve, sometimes years or even decades. This
book presents major findings from a research study exploring the
leadership needed to enact rapid change - defined as three years or
less - in various school contexts, overtly including the
perspectives of leaders, teachers, students, parents, community
members, and district leaders. We challenge many of the assumptions
in current scholarly literature about how fast, complex change can
or should be wrought within educational environments; indeed, our
premise is that rapid, complex change is not only possible but may
be highly desirable and successful given the right leadership
approach. We present a pragmatic 'rapid change' model emerging from
in-depth explorations of successful leadership approaches that
accelerated the change agenda in these schools. We outline the
theoretical underpinnings to the model and overtly articulate the
pragmatic approaches leaders found to be effective in implementing
fast-paced change. We also present case studies of successful
change in schools with descriptions and advice elicited from
leaders and stakeholders.
This book provides pragmatic strategies and models for student
assessment and ameliorates the heightened sense of confusion that
too many educators and leaders experience around the complexities
associated with assessment. In particular, it offers guidance to
school and district personnel charged with fair and appropriate
assessment of students who represent a wide variety of abilities
and cultures. Chapters focus on issues that directly impact the
educational lives of teachers, students, parents, and caregivers.
Importantly, the confluence of assessment practices and community
expectations also are highlighted. Assessment is highly politicised
in contemporary society and this book will both confirm and
challenge readers' beliefs and practices. Indeed, discerning
readers will understand that the chapters offer them a bridge from
many established assessment paradigms to pragmatic, ethical
solutions that align with current expectations for schools and
districts. In Part One, readers engage with concepts and skills
needed by school learning leaders to guide optimal assessment
practices. Part Two delves into student assessment within and
across disciplines. Part Three provides pragmatic approaches that
address assessment in the context of inclusive intercultural
education, pluralism, and globalisation.
This book provides pragmatic strategies and models for student
assessment and ameliorates the heightened sense of confusion that
too many educators and leaders experience around the complexities
associated with assessment. In particular, it offers guidance to
school and district personnel charged with fair and appropriate
assessment of students who represent a wide variety of abilities
and cultures. Chapters focus on issues that directly impact the
educational lives of teachers, students, parents, and caregivers.
Importantly, the confluence of assessment practices and community
expectations also are highlighted. Assessment is highly politicised
in contemporary society and this book will both confirm and
challenge readers' beliefs and practices. Indeed, discerning
readers will understand that the chapters offer them a bridge from
many established assessment paradigms to pragmatic, ethical
solutions that align with current expectations for schools and
districts. In Part One, readers engage with concepts and skills
needed by school learning leaders to guide optimal assessment
practices. Part Two delves into student assessment within and
across disciplines. Part Three provides pragmatic approaches that
address assessment in the context of inclusive intercultural
education, pluralism, and globalisation.
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