The Practice and Theory of School Improvement : International Handbook of Educational Change / edited by David Hopkins.

Springer eBooks

Towards a Theory of School Development -- Developing the Twenty-First Century School: A Challenge to Reformers -- Reconnecting Knowledge Utilization and School Improvement: Two Steps Forward, One Step Back -- The School Effectiveness Knowledge Base as a Guide for School Improvement -- The Contemporary Context of School Improvement -- School Evaluation and Improvement: A Scandinavian View -- Quality Assurance Reviews as a Catalyst for School Improvement in Australia -- Assessment and Accountability in Kentucky: How High Stakes Affects Teaching and Learning -- Tensions and Contrasts in School Improvement Strategies -- Innovations in Planning for School Improvement: Problems and Potential -- Curriculum Reform, Educational Change and School Improvement -- The Conduct of Inquiry on Teaching: The Search for Models more Effective than the Recitation -- Three Rival Versions and a Critique of Teacher Staff Development -- Why Teachers need their Colleagues: A Developmental Perspective -- The Effectiveness of School Improvement Strategies -- “World Class” School Improvement: An Analysis of the Implications of Recent International School Effectiveness and School Improvement Research for Improvement Practice -- “Inside-Out” and “Outside-In”: Learning from Past and Present School Improvement Paradigms -- Sand, Bricks, and Seeds: School Change Strategies and Readiness for Reform -- Using “Promising Programs” to Improve Educational Processes and Student Outcomes.

The purpose of this volume is to locate school improvement within a theoretical and practical framework, to illustrate the challenges facing school improvement strategies from a policy context, to demonstrate the evolution of a range of school improvement strategies in recent times, and through reports of recent research to challenge the assumptions underlying contemporary school improvement approaches. These concerns are reflected in the four major sections of the book. (1) Towards a Theory of School Development; (2) The Contemporary Context of School Improvement; (3) Tensions and Contrasts in School Improvement Strategies; (4) The Effectiveness of School Improvement Strategies. This volume (part of 4 volumes) is the fourth section in the International Handbook of Educational Change. The volumes are a state-of-the-art collection of the most important ideas and evidence of educational change. The volumes bring together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find these volumes an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.

Para consulta fuera de la UANL se requiere clave de acceso remoto.