Learning to Change (Hardcover)

Andy Hargreaves

ISBN 10: 0787950270 / ISBN 13: 9780787950279

Edité par John Wiley & Sons Inc, New York, 2001

A propos de cet article

Hardcover. The success of school reform measures greatly depends on thesupport and commitment of teachers. This book examines therealities of educational change from the frontline perspective ofreform-minded teachers. It charts the perceptions and experiencesof twenty-nine teachers in grades 7 and 8 from four schooldistricts--showing how they grappled with such initiatives asintegrated curriculum, common learning standards, and alternativemodes of assessment. This book moves beyond the bandwagons of rhetorical change andexamines how these changes work in practice for better and forworse. Authors Andy Hargreaves and Lorna Earl focus on how reformproposals have brought new complexities to teaching practice andwhy major investments of time and support are required if teachinginnovations are to become lasting and effective. Most importantly,they highlight the intense emotional demands that school changeimposes on teachers, and they outline practical strategies forhelping teachers through the difficult transition process--thusensuring that worthwhile reforms flourish and endure. Learning to Change closely examines the success and frustrations of teachers grappling with the more typical reforms affecting public schools--integrated curriculum, common learning standards, and alternative modes of assessment. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

N° de réf. du vendeur 9780787950279

Détails bibliographiques

• Titre: Learning to Change (Hardcover)
• Éditeur: John Wiley & Sons Inc, New York
• Date de parution: 2001
• Langue: anglais
• ISBN à 10 chiffres: 0787950270
• ISBN à 13 chiffres: 9780787950279
• Reliure: Hardcover
• Édition: Edition originale
• État de l'article: new

A propos de ce titre

Synopsis

The success of school reform measures greatly depends on thesupport and commitment of teachers. This book examines therealities of educational change from the frontline perspective ofreform-minded teachers. It charts the perceptions and experiencesof twenty-nine teachers in grades 7 and 8 from four schooldistricts--showing how they grappled with such initiatives asintegrated curriculum, common learning standards, and alternativemodes of assessment.

This book moves beyond the bandwagons of rhetorical change andexamines how these changes work in practice for better and forworse. Authors Andy Hargreaves and Lorna Earl focus on how reformproposals have brought new complexities to teaching practice andwhy major investments of time and support are required if teachinginnovations are to become lasting and effective. Most importantly, they highlight the intense emotional demands that school changeimposes on teachers, and they outline practical strategies forhelping teachers through the difficult transition process--thusensuring that worthwhile reforms flourish and endure.

À propos de l?auteur

ANDY HARGREAVES is professor of education in the Department of Theory and Policy Studies and codirector of the International Centre for Educational Change at the Ontario Institute for Studies in Education at the University of Toronto. LORNA EARL is associate professor in the Department of Theory and Policy Studies and codirector of the International Centre for Educational Change at the Ontario Institute for Studies in Education at the University of Toronto. SHAWN MOORE is a senior research officer at the Ontario Institute for Studies in Education at the University of Toronto. He also works in the International Centre for Educational Change. SUSAN MANNING Susan Manning is a project manager in Student and Community Services for the Toronto District School Board. She is a former research manager for the Scarborough Board of Education.