Restructuring and Renewal: Capturing the Power of Democracy

Allen, Lew; Glickman, Carl D.

doi:10.1007/978-94-011-4944-0_25

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Howes et al (2005) describe how ‘teacher learning in such contexts was stimulated by the generation and social interruption of data’ (p. 140); in other words becoming the critical incident that stimulates reflection on practice, potentially changing such practice. The American Coalition of Essential Schools is a good example of a network that does this (Allen & Glickman, 1998).…”

Section: Educational Change: Some Key Themesmentioning

confidence: 99%

“…Sarason (1990) emphasises the importance of strong leaders. Allen and Glickman (1998) and McLaughlin (1998) point to the role of the head teacher and, similarly, Ball (1987) highlights the importance of leaders' commitment to change. Hayward et al (2004) illustrates the difficulties that are caused when strong leadership and support are not present.…”

Section: Educational Change: Some Key Themesmentioning

confidence: 99%

“…House and McQuillan (1998) believe that teacher autonomy is crucial to change and that mandating makes much change impossible as it limits experimentation and creativity. Allen and Glickman (1998), drawing on their work with the League of Professional Schools, firmly believe that teachers must be at the heart of change.…”

Section: Educational Change: Some Key Themesmentioning

confidence: 99%

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Teacher learning communities and educational change in Scotland: the Highland experience

Priestley

Miller

Barrett

et al. 2011

British Educational Research Journal

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This article discusses the issue of the sustainability of educational change, in the light of findings from research undertaken in tandem with a development project initiated by a Scottish Education Authority, The Highland Council. The project aimed to promote self and peer assessment practices, as well as other participative pedagogies associated with Scotland's new Curriculum for Excellence, in secondary schools. The article reviews some of the key themes that have emerged from recent literature on educational change, before drawing on the project data to address two key issues: the factors that have helped to promote and sustain changes within the schools; and the barriers to innovation experienced in these schools. We conclude the article by identifying a range of considerations that should be taken into account by those seeking to innovate, and we suggest that, while the Highland model for change has enjoyed a degree of success in inculcating change, more needs to be done to address systemic issues, such as the pervasive influence of a narrow attainment agenda in shaping classroom practice.

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Section: Educational Change: Some Key Themesmentioning

confidence: 99%

Section: Educational Change: Some Key Themesmentioning

confidence: 99%

Section: Educational Change: Some Key Themesmentioning

confidence: 99%

See 1 more Smart Citation

Teacher learning communities and educational change in Scotland: the Highland experience

Priestley

Miller

Barrett

et al. 2011

British Educational Research Journal

View full text Add to dashboard Cite

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Untitled

Hargreaves

2002

Journal of Educational Change

101

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

Hargreaves

Goodson

2006

Educational Administration Quarterly

369

281

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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.

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Restructuring and Renewal: Capturing the Power of Democracy

Cited by 5 publications

References 5 publications

Teacher learning communities and educational change in Scotland: the Highland experience

Teacher learning communities and educational change in Scotland: the Highland experience

Untitled

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

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