Heroic principals and structures of opportunity:<i>Conjoncture</i>at a vocational high school

Goodson, Ivor; Anstead, Christopher J.

doi:10.1080/1360312980010107

Cited by 5 publications

(3 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With retirement looming for this Principal and her administrative team, the short-term aim is to significantly redistribute decision-making power to teachers, students, and community stakeholders. Leadership teams that create large-scale reforms need to think about tomorrow, preparing their schools to function independently of the current administration (Goodson and Anstead 1998). School persons who collaborate in order to build curriculum and relationships within their school community context can better enable the work of the future school team (Mullen et al 2001).…”

Section: Excellence As a Work-in-progressmentioning

confidence: 99%

See 1 more Smart Citation

The New Millennium High School: tomorrow's school today?

Mullen¹,

Sullivan²

2002

International Journal of Leadership in Education

View full text Add to dashboard Cite

This descriptive study of a successful reform effort highlights the exemplary leadership and curricular reform of a secondary school in the state of Florida, USA. This paper adds to the new literature that reveals how high-risk innovation can occur within low-performing environments, with success. A New Millennium High School constitutes the site of practice in which an on-target restructuring of the instructional programme integrates academics with career education, and the school with the community. Also described are related dramatic changes in curriculum development, teacher leadership, and student learning. For this self-report of the Principal, co-authored with a university researcher, data (on-site observations, open-ended interviews, and school statistics) were collected and interpreted. Findings indicate that academic career integration has implications for change on a broader scale. High schools can modernize and adolescents can thrive where a dual purpose of schooling exists.

show abstract

Section: Excellence As a Work-in-progressmentioning

confidence: 99%

“…High-risk innovative principals of proven excellence who illustrate this tension in the act of transforming low-performing schools have appeared only occasionally in the literature (e.g. Goodson and Anstead (1998) and Mullen and Graves (2000)). …”

Section: Introductionmentioning

confidence: 98%

The New Millennium High School: tomorrow's school today?

Mullen¹,

Sullivan²

2002

International Journal of Leadership in Education

View full text Add to dashboard Cite

show abstract

“…These point to broad patterns of organizational persistence and development in the long-term history of change (Cuban, 1984), the fate of particular reform movements and policies (Tyack & Tobin, 1994), and to reform in particular areas like curriculum (Goodson, 1983). Reform effects figure less strongly in historical studies of single schools and their experiences of change (e.g., Goodson & Anstead, 1998;Grant, 1988;Labaree, 1988), where factors such as leadership succession, shifts in district focus, and the maturing lives and careers of teaching staff seem to lead to an attrition of innovative energy over time (e.g., Fink, 2000;Gold, 1999;Smith, Dwyer, Prunty, & Kleine, 1987;Smith, Prunty, Dwyer, & Kleine, 1988;Smith, Prunty, Kleine, & Dwyer, 1986). Life cycle research on the effects of age and career stage on teachers' (Huberman, 1993;Sikes, Measor, & Woods, 1985) and principals' (C. Day & Bakioglu, 1996) orientations to change shows how educators' responses to change as they age vary according to their prior experiences of change in earlier career.…”

Section: Literature Reviewmentioning

confidence: 99%

Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity

Hargreaves

Goodson

2006

Educational Administration Quarterly

Self Cite

369

291

View full text Add to dashboard Cite

Purpose: This article presents the conceptual framework, methodological design, and key research findings from a Spencer Foundation-funded project of long-term educational change over time. Research Design: Based on more than 200 interviews, supplementary observations, and extensive archival data, it examines perceptions and experiences of educational change in eight high schools in the United States and Canada among teachers and administrators who worked in the schools in the 1970s, 1980s, and 1990s. Findings: The article indicates that most mainstream educational change theory and practice in the field of educational administration neglects the political, historical, and longitudinal aspects of change to their detriment. Educational change, it finds, is shaped by the convergence of large-scale economic and demographic shifts that produce five change forces (waves of reform, changing student demographics, teacher generations, leadership succession, and school interrelations) that have defined three distinct periods of educational change during the past 30 years. Conclusions: These forces and their convergence have ultimately reaffirmed the traditional identities and practices of conventional high schools and pulled innovative ones back toward the traditional norm in an age of standardization (though to a lesser extent where the schools are professional learning communities or have anactivist orientation). Conclusions are drawn in the form of a strategic theory of sustainable change.

show abstract

Understanding Curriculum Change: Some Warnings about Restructuring Initiatives

Goodson¹

Social Geographies of Educational Change

View full text Add to dashboard Cite

Heroic principals and structures of opportunity:Conjonctureat a vocational high school

Cited by 5 publications

References 8 publications

The New Millennium High School: tomorrow's school today?

The New Millennium High School: tomorrow's school today?

Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity

Understanding Curriculum Change: Some Warnings about Restructuring Initiatives

Contact Info

Product

Resources

About