Fundamental Change

1. Front Matter

   Pages i-xi

   PDF

2. Introduction

   1. Introduction

      • Michael Fullan

      Pages 1-2

3. Macro Change

   1. Front Matter

      Pages 3-3

      PDF

   2. Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age

      • Carl Bereiter, Marlene Scardamalia

      Pages 5-22

   3. Human Development in the Learning Society

      • Daniel P. Keating

      Pages 23-39

   4. Educational Reform Networks: Changes in the Forms of Reform

      • Ann Lieberman, Maureen Grolnick

      Pages 40-59

   5. Educational Change in Japan: School Reforms

      • N. Ken Shimahara

      Pages 60-72

   6. National Strategies for Educational Reform: Lessons from the British Experience Since 1988

      • Michael Barber

      Pages 73-97

   7. Quality in Schools: Developing a Model for School Improvement

      • Mel West

      Pages 98-119

   8. School Administration In Russia: Centralization Versus Decentralization

      • Dale Mann, Vladimir Briller

      Pages 120-134

4. Large Scale Strategies for School Change

   1. Front Matter

      Pages 135-135

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   2. Accelerated Schools: A Decade of Evolution

      • Henry M. Levin

      Pages 137-160

   3. Systemic Reform in a Federal System: The National Schools Project

      • Max Angus, William Louden

      Pages 161-184

   4. Large-Scale Change: The Comer Perspective

      • Edward T. Joyner

      Pages 185-206

   5. New Roles for Community Services in Educational Reform

      • Robert L. Crowson, William Lowe Boyd

      Pages 207-222

5. Professional Development for Reform

   1. Front Matter

      Pages 223-223

      PDF

   2. Teacher Unions and Educational Reform

      • Nina Bascia

      Pages 225-245

   3. Teacher Development and Educational Reform

      • Marilyn Cochran-Smith

      Pages 246-281

   4. Norms and Politics of Equity-Minded Change: Researching the “Zone of Mediation”

      • Jeannie Oakes, Kevin Welner, Susan Yonezawa, Ricky Lee Allen

      Pages 282-305

   5. Restructuring Schools for Improving Teaching

      • Mark A. Smylie, George S. Perry Jr.

      Pages 306-335

ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, U.S.A. MICHAEL FULLAN Ontario Institute for Studies Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Slalls, London, U.K. This set of four volumes on brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively.

• Nation
• change management
• education
• educational research
• learning
• politics
• quality
• school

• Ontario Institute for Studies in Education, University of Toronto, Canada

  Michael Fullan

Policies and ethics