Michael Fullan

Change Forces - The Sequel

1.The Complexity of Our Times 2.Moral Purpose and Change Agentry Revisited 3.Constructive Concepts of Complex Times 4.Schools Learn 5.The Value of the Environment 6.Taking Action.

International handbook of educational change

Section 1: The Roots of Educational Change. Editor: A. Lieberman. 1. Listening and Learning From the Field: Tales of Policy Implementation and Situated Practice M.W. McLaughlin. 2. A Kind of Educational Idealism: Integrating Realism and Reform L.M. Smith. 3. Change and Tradition in Education: The Loss of Community M. Holmes. 4. Unfinished Work: Reflections on Schoolteachers D. Lortie. 5. Ecological Images of Change: Limits and Possibilities K. Sirotnik. 6. Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study J. Giacquinta. 7. Three Perspectives on School Reform E. House, P. McQuillan. 8. Finding Keys to School Change: A 40-Year Odyssey M. Miles. 9. World War II and Schools S. Sarason. 10. School-Based Curriculum Development M. Skilbeck. 11. Patterns of Curriculum Change I. Goodson. 12. Educational Reform, Modernity and Pragmatism C.H. Cherryholmes. 13. The Vital Hours: Reflecting on Research on Schools and Their Effects P. Mortimore. 14. Redefining the Role of Educators After Reaganism H. Giroux. Section 2: Contexts and Challenges of Educational Change. Editor: A. Hargreaves. 1. Educational Change: Easier Said Than Done D. Fink, L. Stoll. 2. Globalization and Educational Change A. Stuart Wells, et al. 3. Markets, Choices, and Educational Change W. Boyd. 4. New Information Technologies and the Ambiguous Future of Schooling: SomePossible Scenarios C. Bigum, J. Kenway. 5. Public Education in a Corporate-Dominated Culture H.-J. Robertson. 6. Cultural Difference and Educational Change in a Sociopolitical Context S. Nieto. 7. Language Issues and Educational Change J. Cummins. 8. The Politics of Gender and Educational Change: Managing Gender or Changing Gender Relations? J. Blackmore. 9. School-Family-Community Partnerships and Educational Change: International Perspectives M.G. Sanders, J.L. Epstein. 10. The Purpose of Educational Change M. Greene. 11. Restructuring and Renewal: Capturing the Power of Democracy L. Allen, C.D. Glickman. 12. Reculturing Schools: Lessons from the Field L. Miller. 13. The Micropolitics of Educational Change J. Blase. 14. Organization, Market and Community as Strategies for Change: What Works Best for Deep Changes in Schools T.J. Sergiovanni. 15. Authenticity and Educational Change D. Meier. 16. Organizational Learning and Educational Change W. Mulford. 17. The Emotion of Educational Change A. Hargreaves. 18. Policy and Change: Getting Beyond Bureaucracy L. Darling-Hammond. Section 3: Fundamental Change. Editor: M. Fullan. A: Macro Change. 1. Beyond Blooms Taxonomy: Rethinking Knowledge for the Knowledge Area C. Bereiter, M. Scardamalia. 2. Human Development in the Learning Society D. Keating. 3. Networks, Coalitions and Partnerships for Educational Reform: Working Across and Between the Lines A. Lieberman. 4.<

Change Forces With A Vengeance

1. Moral Purpose in the New Millennium 2. Complexity and the Change Process 3. Capacity and the School Level 4. Capacity at the System Level 5. Sustaining Reform

Change Processes and Strategies at the Local Level

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Mentoring in the New Millennium

Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally.

The Meaning of Educational Change: A Quarter of a Century of Learning

This article presents a professional autobiography with the concepts and ideas found in the dynamic and fertile period of growth in the study of the processes of change. It is not to be confused with a research summary. On the contrary, it is an attempt to identify the evolution of the study of change from the perspective of someone whose work has been dedicated to presenting, synthesizing, and, on occasions, creating the main concepts that define the study and practice of change. This article is organized in five sections. The first section briefly encompasses the years prior to 1972 and his contribution to the establishment of research on educational change as a discipline. The second to the fourth sections describe a period of 25 years in the author’s professional career, when the majority of his publications appear. Finally, the article concludes with reflections about what has been learned about educational changes, where we are now in relation to these changes, and where we might and ought to go in the future.

Using Data in Leadership for Learning

School leaders are faced with the daunting task of anticipating the future and making conscious adaptations to their practices, in order to keep up and to be responsive to the environment. To succeed in a rapidly changing and increasingly complex world, it is vital that schools grow, develop, adapt and take charge of change so that they can control their own futures.This paper will examine the tension that exists for school leaders in relation to data about their schools and their students, arguing that the explicit connections between data and large-scale reforms make it impossible to avoid a critical approach to data, drawing on research in Ontario and Manitoba in Canada, and examining parallels with evidence from research in England, to highlight the challenges involved in using data effectively in different political contexts and mandated policies on the uses of data.

Leadership for Change

We have come a long way since the days of valuing leaders who ‘run a tight ship’. We have gone through the phases of the principal ‘as administrator’ and the principal ‘as instructional leader’ to a broader and more fundamental notion of principal as change agent. In this chapter I take a critical approach to understanding the nature of the evolving role of school leadership, why it has changed, and what we need to know and to be able to do to make the leadership role more doable. While the focus is on ‘school’ leadership (principal and teacher leadership), much of the analysis applies to ‘system’ leadership involving superintendents and other central office staff.

Organization Development in Schools: The State of the Art

Organization Development (OD) is a change strategy for organizational self development and renewal. Adapted from business settings, it has been used in schools over the past 15 years. There are widely different images of what OD is, and widely different claims made for its value or worthlessness. The field of OD in education is badly in need of stock taking. In this review we assess the state of the art of OD in four respects: (1) critiquing and clarifying the values, goals, and assumptions of OD in general and as applied to education; (2) identifying and analyzing the various models and operating characteristics of OD in practice (conditions and strategies affecting its initiation, implementation, and continuation); (3) assessing the impact or outcomes of OD on achievement, productivity, and attitudes; and (4) reconsidering OD’s future, and suggesting policy implications for educational agencies at different levels.

Strategic leadership for large‐scale reform: the case of England's national literacy and numeracy strategy

Both ‘strategic’ and ‘distributed’ forms of leadership are considered promising responses to the demands placed on school systems by large‐scale reform initiatives. Using observation, interview and survey data collected as part of a larger evaluation of Englands National Literacy and Numeracy Strategies, this study inquired about sources of leadership, the distribution of leadership functions across roles and how such distribution could also provide the strategic coordination necessary for successful implementation of such an ambitious reform agenda