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Guiding Change in Special Education : How to Help Schools With New Ideas and Practices.
This practical, step-by-step guide illustrates and describes the seven stages of school change and provides explanations and advice for incorporating each stage into your change process.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2003.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939262541 | ||
| 003 | OCoLC | ||
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| 006 | m o d | ||
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| 008 | 160213s2003 xx o 000 0 eng d | ||
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| 020 | |a 9780761939641 | ||
| 020 | |a 0761939644 | ||
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| 050 | 4 | |a LC3981 |b .H38 2004 | |
| 082 | 0 | 4 | |a 371.90973 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Havelock, Ronald G. | |
| 245 | 1 | 0 | |a Guiding Change in Special Education : |b How to Help Schools With New Ideas and Practices. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2003. | ||
| 300 | |a 1 online resource (297 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This practical, step-by-step guide illustrates and describes the seven stages of school change and provides explanations and advice for incorporating each stage into your change process. | ||
| 505 | 0 | |a Cover -- Contents -- Foreword -- Acknowledgments -- About the Authors -- Introduction -- Case Study CS -- Stage 1 -- Care: Establishing the Need for Action -- Someone Must Care Enough to Make it all Worthwhile -- A Three-Step Model of Change: Unfreeze-Move-Refreeze -- Unfreezing: Often the First Task of a Linking Agent -- Moving: Only Possible if There is Openness to Change -- Refreezing: Making Sure That What Comes in Stays in -- How School Systems Show (and Don't Show) That They are in Trouble -- When Everything Seems Fine -- When Concerns are all over the Lot -- When Concerns are Not What They Seem -- When Concerns are Very Intense -- Inside versus Outside Forces -- Inside Forces -- Unforeseen Inside Events -- Outside Forces -- Linking Agent as Connector and Orchestrator of Forces -- Whose Responsibility? The Value Issues in Helping -- Care: Summary -- Stage 2 -- Relate: Building a Relationship -- Build a Good Relationship with the People You are Trying to Help -- Relating to the Primary Group -- Diagram Your School or School District as a Social Network -- Linker Configurations -- The General Education Teacher as Linker -- The Special Education Teacher as Linker -- School Counselor as Linker -- The School Principal as Linker -- Special Linker Role at the District Level -- Linkers at other Levels, other Places -- University-Based Linkers -- With Whom Should the Linker Work? -- Relating to the Larger Social Environment -- What is Your Relationship at the Very Beginning? -- Inside or Outside? -- Managing Initial Encounters -- The Ideal Relationship -- Danger Signals -- How to Size up Your Relationship -- Final Word on Relationship Building -- Relate: Summary -- Stage 3 -- Examine: Understanding the Problem -- Turn Cares into Problems You can Solve -- Making a Good Diagnosis -- The Entry Phase -- Do a Quick Take -- Reach an Initial Conclusion. | |
| 505 | 8 | |a Perform a Quick Fix -- Separate the Problem from the Solution -- The Data Collection Phase -- Lay Out Your Taxonomy -- Think System -- Assemble the Data -- The Analytic Phase -- Rate the Data and Prioritize the Real Problems -- Respect the Obvious -- Beware of the Obvious -- Identify the Opportunities -- Collaborate on the Diagnostic Process -- Adopt a Linking Posture -- Search for Underlying Causes -- Rethink and Rework the Diagnosis as You Go Forward -- Making a Diagnostic Inventory -- A Definition of the Domain -- Classification and Identification of Students for Special Education Services -- Case Management -- Equalization of Opportunity -- Access to the General Education Curriculum -- Special Education Infrastructure -- Systemic Analysis: Understanding the System -- Exercise in System Analysis -- A Data Collection Process -- Low-Profile Approaches to Collecting Diagnostic Data -- High-Profile Approaches: Acquiring Systematic Diagnostic Information -- A Set of Rating Dimensions -- Rating Dimensions (for any Area) -- Creating a Diagnostic Matrix/Checklist That Points to Solutions -- Integrating Diagnosis with the other Stages -- Some Pitfalls in Diagnostic Analysis -- Examine: Summary -- Stage 4 -- Acquire: Seeking and Finding Relevant Resources -- The Money Theory of Change -- Educational Systems as Economic Entities -- What is Wrong with the Money Theory? -- Hard Money, Soft Money -- Innovating on Hard Money -- Innovating on Soft Money: How New Money is Supposed to Change Things -- Pump Priming: How Soft Money is Supposed to Work -- The Linker's Role with Respect to Money -- The People Theory of Change -- Good People to Run the Project -- Modelers of the Change and the Process of Change -- People as Experts and Expert Information Services -- Acquiring and Using Experts Wisely -- What's Wrong with the People Theory? | |
| 505 | 8 | |a Search the Internet for People Resources -- The Knowledge Theory of Change -- A Knowledge Acquisition Strategy -- How to Build a Better Awareness of the Resource Universe -- Homing in on a Specific Problem and Solution -- Acquiring Materials (= Packaged Knowledge) -- Comparing Alternative Materials -- Using Electronic Resources -- Building a Permanent Capacity for Resource Acquisition -- Helping a System Learn More about Resources and Resource Retrieval -- Acquire: Summary -- Stage 5 -- Try: Moving from Knowledge to Action -- Giving a Fair Trial to a Well-Considered Solution -- Choose -- Assemble and Order the Relevant Findings -- Derive Implications from the Research Knowledge Base -- Generate a Range of Solution Ideas -- Pretrial Feasibility Testing: Comparing and Selecting the Best -- Degree of Benefit Promised -- Validity and Reliability of the Promise -- Comparability of Need -- Comparability of Setting -- Resources Required -- Resistance Factors -- Compatibility with Past and Present Innovations -- Diffusibility -- Doability -- Showability -- Adapt -- Respect the Developers and Minimize Redevelopment -- Repackage and Relabel -- Plan the Implementation -- Importance of a Written Plan -- Importance of a Shared Plan -- Importance of a Flexible Plan -- Components of a Good Plan -- Accepting Risk -- Overcoming Inertia -- Training -- Timing -- Accepting Stumbles -- Recognizing and Managing Resistance -- Protecting the Trial and the Integrity of the Test -- Connecting the Trial to the Outside: Publicity -- Evaluate -- What is the Process? -- How can You Evaluate Process? -- Preserve Documentation -- Keep a Diary -- Use the Written Plan -- What are the Outcomes? -- Program-Specific Outcomes -- General Outcomes-Positive -- General Outcomes-Null -- General Outcomes-Negative -- Can You Measure Outcomes? | |
| 505 | 8 | |a Standardized Tests of Knowledge, Reasoning, and Performance -- Ad Hoc Tests -- Assumptive Outcome Assessment -- Extension, Copying, and Diffusion as Inferred Positive Outcomes -- Cautions on Evaluation -- Using the Results -- Sharing with Your Team -- Package the Findings -- Share Results with a Larger Sphere of System Stakeholders -- Try: Summary -- Stage 6 -- Extend: Gaining Deeper and Wider Acceptance -- Issues about Adoption and Diffusion -- Solidifying Adoption at the Trial Site (Keeping Going) -- Expanding Change at the Trial Site (Going Deeper) -- Extending the Trial to Proximate Sites (Follow-on Adoption) -- Extending Adoption to the Larger System (Diffusion I) -- Going Wider: Strategies and Tactics (Diffusion II) -- Solidifying Adoption at the Trial Site (Keeping Going) -- Learning from the First Trial -- Committing to a Second Round -- Staying Flexible -- Recycling the Major Steps of the Trial Stage as the Linker Backs off -- Internalizing -- Improving Chances for Continuation -- Expanding Change at the Trial Site -- Readapt the Innovation -- Shift Gears -- Change Your Implementation Strategy -- Adding More Innovative Features to the Core -- Adding More Adopters at the Trial Site -- Moving toward More Systemic and Fundamental Improvements -- Extending the Trial to Proximate Sites (Follow-on Adoption) -- How Individuals Accept Change and Adopt Innovations -- Matching Change Agent Activities to Adoption Steps -- Using the First Trial to Launch Wider Diffusion and Greater Impact -- Extending Adoption to the Larger System -- How Groups Accept Change and Innovation -- How the Linker can Gain Group Acceptance -- Variations of the Adoption Curve -- Competition, Coexistence, and Market Dominance -- Characteristics of Winners in the Innovation Marketplace -- Adopters Who Do Not Fit the Pattern -- The Interaction of Development and Diffusion. | |
| 505 | 8 | |a Going Wider: Strategies and Tactics (The Second Stage of Diffusion) -- Written and Oral Presentations -- Video and Film -- Demonstrations -- Person-to-Person Contacts -- Group Discussion -- Conferences, Workshops, and Training Events -- The New World of Electronic Media -- Orchestrating a Multimedia Program -- Extend: Summary -- Stage 7 -- Renew: Encouraging Ongoing Change -- How Do Systems Absorb Changes? -- Improve the Process -- Retrospection -- Redesign of the Process -- More Inclusive Outreach -- Keep the Change Fresh -- Bring in New Blood -- Respond to Changes in the Local Environment -- Be Open to Redefining the Social unit to Whom You are Linking -- Be Open to Redefining the Nature of the Concern -- Be on the Alert for New Resources and Knowledge Sources -- Be Ready to Reshape and Repackage the Innovation -- Create a Self-Renewal Capacity -- A Positive Attitude toward Innovation -- A Change Function Internal to the Host System -- Inclination to Seek External Resources -- A Positive View of the Future -- From Item Change to System Change -- What are System Changes? -- Taking on the Most Fundamental Concerns of a System -- Redoing the Organizational Chart -- Redoing Budgets -- Changing the Rules -- Installing the Change Function -- Regenerating the Authority and Acquiring Long-Term Legitimacy -- Recommitting the Resources -- Solidifying New Roles -- Reconfiguring and Integrating -- Orchestrating the Process -- Terminating and Moving on -- When Do You Begin to Disengage? -- How Do You Disengage? -- Renew: Summary -- Summary and Synthesis -- References -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Special education |z United States. | |
| 650 | 0 | |a School improvement programs |z United States. | |
| 650 | 6 | |a Éducation spéciale |z États-Unis. | |
| 650 | 6 | |a Enseignement |x Réforme |z États-Unis. | |
| 650 | 7 | |a School improvement programs |2 fast | |
| 650 | 7 | |a Special education |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Hamilton, James L. | |
| 758 | |i has work: |a Guiding change in special education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG3b9txhvbtdVjMVHJJrWP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Havelock, Ronald G. |t Guiding Change in Special Education : How to Help Schools With New Ideas and Practices. |d Thousand Oaks : SAGE Publications, ©2003 |z 9780761939641 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994242 |z Texto completo |
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| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994242 | ||
| 994 | |a 92 |b IZTAP | ||