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Accelerating change in schools : leading rapid, successful, and complex change initiatives /
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.
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley, UK :
Emerald Publishing Limited,
2017.
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| Edición: | First edition. |
| Colección: | Advances in educational administration ;
vol. 27. |
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
Tabla de Contenidos:
- Cover; Title Page; Copyright Page; Contents; List of Figures; List of Tables; List of Cases; Acknowledgments; Foreword; Section I
- Leadership and Rapid Change; Chapter 1 The Demand for Rapid Change; 1.1. Introduction; 1.2. What Are Some of the Sociopolitical Drivers of Change?; 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism; 1.2.2. Globalization and the Knowledge Economy; 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All; 1.2.4. Globalization: Migration and Brain Circulation.
- 1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?1.3. The Organization of the Book; Chapter 2 Understanding the Theory of Change Processes; 2.1. Guiding Assumptions for Change; 2.2. Guiding Assumption 1: Change Is a Process Not an Event!; 2.2.1. Life Cycle Theory; 2.2.2. Teleological Theory; 2.2.3. Dialectical Theory; 2.2.4. Evolutionary Theory; 2.2.5. Lewin's Three Steps; 2.2.6. The Turnaround School Movement; 2.2.7. Critiques of Turnaround School Literature; Chapter 3 Stakeholders and Change Participants
- Important Influencers.
- 3.1. Guiding Assumption 2: Partisanship Can Influence Policy3.2. Guiding Assumption 3: Teachers Are Wonderful Learners
- So What Is the Problem with Change?; 3.2.1. Guskey's Model of Teacher Change; 3.2.2. Hall and Hord's Concerns-Based Adoption Model; 3.2.2.1. Stages of Concern (SoC); 3.2.2.2. Levels of Use (LoU); 3.2.2.3. Innovation Configuration (IC); 3.3. Guiding Assumption 4: Professional Development
- The Magic Bullet to Policy Implementation and Change?; 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning.
- 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It?; Chapter 4 Defining Change Leadership; 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial; 4.1.1. Turnaround Leadership; 4.1.2. Transformational Leadership; 4.1.3. Authentic Leadership; 4.1.4. Leading Learning Organizations; 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership; Chapter 5 The Self-Aware and Discerning Change Agent; 5.1. Metacognition and Change Agency.
- 5.2. Social Cognitive Theory5.2.1. Self-Efficacy; 5.2.1.1. Mastery Experiences (or Performance Accomplishments); 5.2.1.2. Vicarious Experiences; 5.2.1.3. Social or Verbal Persuasion; 5.2.1.4. Psychological or Emotional Arousal; 5.2.2. Self-Reflection and Agency; 5.3. Summary; Chapter 6 The Rapid Change Model; 6.1. Fast-Paced Change Is Possible; 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult; 6.3. The Rapid Change Model; 6.4. The Demand for Rapid Change; 6.4.1. Education Ministries; 6.4.2. School Boards; 6.4.3. Stakeholders; 6.4.4. Professional Obligation.