Implementing change: patterns, principles, and potholes
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston, Mass. ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 3. ed. |
| Schriftenreihe: | Pearson education
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturangaben |
| Beschreibung: | XXVII, 322 S. Ill., graph. Darst. |
| ISBN: | 9780137010271 0137010273 |
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Datensatz im Suchindex
| _version_ | 1804141116131377152 |
|---|---|
| adam_text | CONTENTS
■ ■ ■ ■ ■
Foreword by Stephanie
Hirsch xix
Preface
xxii
PART I The Context for Implementing Change
1
CHAPTER ONE
Implementing Change: Patterns, Principles and Lessons
Learned
3
WHY A BOOK ON IMPLEMENTING CHANGE?
3
FOCUS QUESTIONS
5
PRINCIPLES OF CHANGE
5
Change Principle
1:
Change Is Learning
—
It s as Simple and Complicated
as That
6
Change Principle
2:
Change Is a Process, Not an Event
8
Change Principle
3:
The School Is the Primary Unit for Change
9
Change Principle
4:
Organizations Adopt Change
—
Individuals
Implement Change
9
Change Principle
5:
Interventions Are the Key to the Success
of the Change Process
11
Change Principle
6:
Appropriate Interventions Reduce Resistance
to Change
12
Change Principle
7:
Administrator Leadership Is Essential to
Long-Term
Change Success
13
Change Principle
8:
Facilitating Change Is a Team Effort
14
Change Principle
9:
Mandates Can Work
15
Change Principle
10:
The Context Influences the Process
of Learning and Change
15
Vignette: A Districtwide Change Initiative: Principles Addressed, Principles
Missed
16
ІС
CONTENTS
SUMMARY
18
DISCUSSION QUESTIONS
18
FIELDWORK ACTIVITIES
19
CONDUCTA
STUDY
19
ADDITIONAL READINGS/RESOURCES
19
CHAPTER TWO
Developing Professional Learning Communities
20
FOCUS QUESTIONS
21
ORIGINS OF ORGANIZATIONAL CULTURE AND PROFESSIONAL LEARNING
COMMUNITY
22
Five Disciplines
22
Seventeen Factors
23
Vignette: The Driscoll Square School Difference
24
THE PLC CONTEXT AND CULTURE
26
Dimensions of a Professional Learning Community
26
Shared Values and Vision
27
Intentional Learning and Application
27
Supportive and Shared Leadership
27
Supportive Conditions
28
Physical Conditions
28
People Capacities
28
Shared Personal Practice
28
Structure of the PLC Dimensions
29
Who Is the Professional Learning Community?
30
Benefits of a Professional Learning Community
30
Schools
30
Leadership Teams
31
University
31
LEADERSHIP AND INTERACTION IN A PROFESSIONAL LEARNING COMMUNITY
32
Collégial
Learning
32
Sharing Responsibilities
32
Using Conversations
33
Types of Leadership
34
Other Leadership Ideas to Be Considered
34
VI
CONTENTS
STRATEGIES
FOR FACILITATING A PROFESSIONAL LEARNING
CULTURE
35
OUR CLOSING PITCH
37
SUMMARY
38
DISCUSSION QUESTIONS
39
FIELDWORK ACTIVITIES
39
CONDUCT A STUDY
40
ADDITIONAL READINGS/RESOURCES
40
Assessment Instrument
40
Recent Books
40
PART II Tools and Techniques for Understanding Implementation
at the Individual Level
41
CHAPTER THREE
Clarifying the Change: Innovation Configurations
42
FOCUS QUESTIONS
43
THE CHANGE: WHAT IT IS AND IS NOT
43
INNOVATION ADAPTATION
44
INNOVATION CONFIGURATIONS AS A CONCEPT
45
MAPPING INNOVATION CONFIGURATIONS
46
Elements of Innovation Configuration Maps
47
1С
Map Components
48
Developing Clear Word-Picture Descriptions
48
Indicating Ranges of Quality and Fidelity
50
Student Roles in
1С
Maps
51
Other Roles in
1С
Maps
51
More Complex and Richer
1С
Map Components
56
The Process of Developing an
1С
Map
58
INNOVATION CONFIGURATIONS: APPLICATIONS AND IMPLICATIONS
60
Using
1С
Maps to Clarify the Change
60
Using
1С
Maps to Guide Construction of a Professional Learning
Community
60
Using
1С
Maps to Plan Implementation Supports
61
CONTENTS
Vil
Coaching
with
1С
Maps
61
Using
1С
Maps for Self-Reflection
61
Vignette: Using An
1С
Map Component for Reflection and Peer Observation
62
USING
1С
MAPS IN RESEARCH, EVALUATION, AND IMPLEMENTATION
ASSESSMENTS
63
Testing Fidelity of Implementation Against Student Outcomes
63
THE FIDELITY ENIGMA
64
Identifying Critical Components and Their Relationship to Student Outcomes
64
SUMMARY
64
DISCUSSION QUESTIONS
65
FIELDWORK ACTIVITIES
65
CONDUCT A STUDY
66
ADDITIONAL READINGS/RESOURCES
66
CHAPTER FOUR
Understanding Feelings and Perceptions About Change: Stages of Concern
67
FOCUS QUESTIONS
68
THE PERSONAL SIDE OF CHANGE
68
Different Types of Concerns
69
Fuller s Unrelated, Self-, Task, and Impact Concerns
69
Connecting Concerns to Teacher Education
70
CONCERNS AND THE CHANGE PROCESS
70
Identifying the Stages of Concern
71
WHY ARE THEY CALLED STAGES OF CONCERN?
74
CAN THERE BE CONCERNS AT MORE THAN ONE STAGE?
75
ARE THERE TYPICAL CONCERN PROFILES?
76
TECHNIQUES FOR ASSESSING STAGES OF CONCERN
78
The One-Legged Interview
78
The Open-Ended Statement
79
The Stages of Concern Questionnaire
80
Change Facilitator Stages of Concern Questionnaire
81
Characteristic Stages of Concern Profiles
81
The Big W Concerns Profile
81
VIU
CONTENTS
IMPLICATIONS
OF
RESISTANCE IN STAGES
OF CONCERN
PROFILES
84
Vignette: Districtwide Use of Stages of Concern
86
SUMMARY
89
DISCUSSION QUESTIONS
90
FIELDWORK ACTIVITIES
90
CONDUCT A STUDY
90
ADDITIONAL READINGS/RESOURCES
91
CHAPTER FIVE
Exploring the Use of Innovations: Levels of Use
92
FOCUS QUESTIONS
93
THE LEVELS OF USE CONCEPT
94
Nonusers
95
Level of Use
0
Nonuse
95
Level
of Use
I Orientation
95
Level
of Use
II Preparation
96
Users
96
Level of Use
III Mechanical
96
Level
of Use
IVA
Routine
97
Level
of Use
IVB Refinement
97
Level
of Use V Integration
98
Level
of Use VI Renewal
98
ASSESSING AN INDIVIDUALS LEVEL OF USE
99
Using Decision Points to Distinguish Each LoU
99
The LoU Branching Interview
99
The LoU Focused Interview
100
Knowledge
102
Acquiring Information
102
Sharing
102
Assessing
103
Planning
103
Status Reporting
103
Performing
103
CONTENTS
IX
APPLYING LEVELS OF USE
104
Facilitation of Change
105
Motivation for Movement in Levels of Use
107
Evaluation of Change
108
SIDELIGHTS ABOUT LOU
108
Vignette: Time Series Snapshots of a Hypothetical User
109
SUMMARY
112
DISCUSSION QUESTIONS
113
FIELDWORK ACTIVITIES
113
CONDUCT A STUDY
114
ADDITIONAL READINGS/RESOURCES
114
PART III The Imperative for Leadership in Change
115
CHAPTER SIX
Describing Leaders and the Differences They Make: Change Facilitator Style
117
FOCUS QUESTIONS
117
THE HISTORY OF RESEARCH ON LEADERS AND LEADERSHIP
119
The Legacy of Research on Leadership
119
Discovering in an Implementation Study That School Leaders Were Making
the Difference
120
Implementation Data That Were a Mystery
120
What Would Explain the Differences
? 121
Principal Leadership Is the Key
121
THE CONCEPT OF CHANGE FACILITATOR STYLE
121
Three Change Facilitator Styles
122
Initiator Change Facilitators
122
Manager Change Facilitators
124
Responder
Change Facilitators
124
DISCUSSION AND IMPLICATIONS OF CHANGE FACILITATOR STYLE
126
A Continuum of Change Facilitator Styles
126
Metaphors for Change Facilitator Styles
126
Additional Research and Support for Change Facilitator Styles
127
Research Findings: Intervention Behaviors of Each Change Facilitator Style
Principal
127
CONTENTS
Research Findings: Relating Change Facilitator Style to Teacher Success
in Implementing Innovations
128
Research Findings: Relationships of Principal Change Facilitator Style
to Student Learning
129
UNDERLYING DIMENSIONS AND MEASUREMENT OF CHANGE
FACILITATOR STYLE
132
Six Dimensions of Change Facilitator Style
132
Concern for People
132
Organizational Efficiency
134
Strategic Sense
134
Measuring Change Facilitator Style with the CFSQ
135
Vignette: Principal Succession
137
IDEAS, IMPLICATIONS, AND REFLECTIONS ABOUT CHANGE
FACILITATORS
139
Change Facilitator Style as a Heuristic
139
Working with Different Change Facilitator Styles
139
Working with Initiators
139
Working with Responders
139
Working with Managers
140
SUMMARY
140
DISCUSSION QUESTIONS
140
FIELDWORK ACTIVITIES
141
CONDUCT A STUDY
141
CHAPTER SEVEN
Describing What Change Facilitators Do: Interventions
142
FOCUS QUESTIONS
143
INTERVENTION DEFINITION
143
INTERVENTION DELIVERY
146
SIX FUNCTIONS OF INTERVENTIONS
147
Function I: Developing, Articulating, and Communicating a Shared Vision
of the Intended Change
148
Function II: Planning and Providing Resources
149
Function III: Investing in Professional Learning
150
Function IV: Checking on Progress
150
Function V: Providing Continuous Assistance
151
CONTENTS
Xl
Function VI: Creating a Context Supportive
of Change
151
ADDITIONAL KINDS OF INTERVENTIONS
153
Communicating Externally
153
Disseminating Information
154
Vignette: Implementing a New Car
155
SIZES OF INTERVENTIONS
156
Policies
156
Game Plan Components
157
Strategies
157
Tactics
158
Incidents
158
The Types and Details of Incident Interventions
159
Isolated Incident
159
Simple Incident
159
Chain Incident
159
Repeated Incident
159
Complex Incident
159
Combing All Interventions
159
THE ANATOMY OF INTERVENTIONS
160
Source
160
Target
161
Function
161
SUMMARY
161
DISCUSSION QUESTIONS
162
FIELDWORK ACTIVITIES
162
CONDUCT A STUDY
163
ADDITIONAL READINGS/RESOURCES
163
CHAPTER EIGHT
The Construction of Understanding: Intervention Mushrooms
164
FOCUS QUESTIONS
165
INTRODUCING MUSHROOMS: A UNIQUE FORM OF INTERVENTION
165
Two Ways of Knowing: Objectivist and
Interpretivi
st
166
The Objectivist Perspective of Change
166
The Interpretivist Perspective of Change
167
XU CONTENTS
INTERVENTION
MUSHROOMS ARE CONSTRUCTED
167
Recognizing the Theme of an Intervention Mushroom
168
Vignette: Growing a Nutritious Mushroom
169
THE LIFE CYCLE OF INTERVENTION MUSHROOMS
171
The Birth of a Mushroom
171
The Growth of a Mushroom
172
The Maturing of a Mushroom
172
KEYS TO THE CONSTRUCTION OF INTERVENTION MUSHROOMS
175
Stages of Concern as a Source of Mushrooms
175
Personal Concerns: A Significant Source of Negative
Mushrooms
175
Intervening on Insecurity Mushrooms
176
Impact Concerns: A Significant Source of Positive
Mushrooms
176
Levels of Use as a Rubric for Developing Understanding
of Mushrooms
177
Levels of Use from
a
Constructivist
Perspective
177
LoU-Based Mushrooms
177
Change Facilitator Style and Mushrooms
178
Different Change Facilitator Styles Have Different Meanings
178
Initiator Change Facilitator Style: The Meaning Within
a Question
179
Manager Change Facilitator Style: The Meaning Within
a Question
179
Responder
Change Facilitator Style: The Meaning Within
a Question
179
DETECTING, ERADICATING, AND/OR FACILITATING THE GROWTH
OF MUSHROOMS
180
Keys to Detecting Mushrooms
180
Positive Mushroom Growth Can Be Encouraged
181
Intervening on Positive Mushrooms
181
Mushroom Detection by Change Facilitator Style
181
Initiator Change Facilitator Style Leaders Are Early Detectors
181
Responder
Change Facilitator Style: Respond to Some of the Individual
Actions
182
Manager Change Facilitator Style: Keep Things Evened Out
182
EVERGREEN MUSHROOMS
182
Sometimes Doing Nothing Is Best
184
SUMMARY
184
CONTENTS
ХНІ
DISCUSSION QUESTIONS
185
FIELDWORK
ACTIVITIES
185
CONDUCT A STUDY
185
ADDITIONAL READINGS
186
PART IV Different Perspectives for Understanding the Big
Picture of Change
187
CHAPTER NINE
Systems Thinking: Interconnections of Parts That Make a Whole
190
FOCUS QUESTIONS
191
FAMILIAR NAMES IN SYSTEMS THINKING
191
GOING DEEPER TO EXAMINE A SYSTEMS VIEW
193
COMPONENTS OF THE EDUCATIONAL SYSTEM
194
Components of Systems in Change
195
Characteristics of Systemic Policy
195
Elements of Systemic Reform
195
WORKING SYSTEMICALLY IN SCHOOLS
196
Components
197
Levels
197
Competencies
198
The Cube
198
Competencies from Other Writers
199
EFFECTS OF WORKING SYSTEMICALLY
200
Outcomes for Educators
200
Results for Students
200
FACILITATORS AND BARRIERS TO WORKING SYSTEMICALLY:
A CASE FROM ANOTHER COUNTRY
201
Facilitators of the Change
201
Barriers to the Change Process
203
LIMITATIONS OF WORKING SYSTEMICALLY
204
Vignette: The Hunter Hill School District
205
SUMMARY
208
XIV
CONTENTS
DISCUSSION QUESTIONS
209
FIELDWORK
ACTIVITIES
209
CONDUCT A STUDY
209
ADDITIONAL READINGS/RESOURCES
210
CHAPTER TEN
Diffusion: Communication and Change Agents
211
FOCUS QUESTIONS
212
COMMUNICATION WITHIN THE LINES AND NETWORKS?
213
Components of Interpersonal Communication
213
Understanding Communication Networks
214
Implications of Communication Networks for Facilitating Change
215
COMMUNICATION OF INNOVATIONS: WHO IS DOING WHAT?
216
Communication Elements: Sources, Targets, and Media
216
Sources of Communication
217
Targets of Communication
217
Media in Communication
217
Purpose of Communication
218
Coding Communication Actions in General
218
Implications of Coding Communications for Facilitating Change
218
CHARACTERISTICS OF ADOPTERS
219
Five Adopter Categories
220
Innovators Are Excited About Trying Something New
220
Early Adopters Think Before Adopting
220
Early Majority Are Careful
220
Late Majority Are Cautious
220
Laggards Resist the New
220
THE FLOW OF INFORMATION ACROSS ADOPTER CATEGORIES
221
Opinion Leaders
221
Communicating Across Adopter Categories
222
The Rate of Innovation Adoptions
222
The
S
Curve Explains It All
222
Critical Mass Signifies an Important Point
223
Implications of Adopter Categories for Facilitating Change
224
CONTENTS
XV
OTHER
DIFFUSION
CONSTRUCTS: PERCEPTIONS OF THE INNOVATION
AND CHARACTERISTICS OF CHANGE AGENTS
224
Perceived Attributes of the Innovation
225
Relative Advantage
225
Compatibility
225
Complexity
225
Trialability
226
Observability
226
Addressing Perceived Attributes of the Innovation
226
Vignette: Here We Go Again.
227
THE ROLE OF CHANGE AGENTS
228
SUMMARY
229
DISCUSSION QUESTIONS
229
FIELDWORK ACTIVITIES
230
CONDUCT A STUDY
230
ADDITIONAL READING
231
CHAPTER ELEVEN
Organization Development: Team Building, Action Research,
and Process Consultants
232
FOCUS QUESTIONS
233
WHAT IS
OD?
233
OD
Definitions Across the Decades
234
Training and Planning
234
Changing
OD
Definitions
234
OD
Intervention Tools and Techniques
236
Survey Feedback
236
Exercises
236
Building Consensus
236
Team Functioning
237
OD
Exercises Are Job Context Free
238
Finding and Sharing
OD
Exercises
238
TEAM/GROUP AND INDIVIDUAL PROCESS SKILLS
239
Team Decision Making
239
XVI CONTENTS
Brainstorming
239
Developing
Consensus
239
Problem Solving
240
Force-Field Analysis
240
Meeting Skills
241
Individual Team Member Process Skills
241
USING
OD
TO CHANGE WHOLE ORGANIZATIONS
242
Assessing and Developing Climate/Culture
243
Organizational Climate Defined
243
Climate Versus Culture
245
Interviewing to Assess Organization Culture
245
Examples of Organization Culture
245
Comparing Measurement of Climate and Culture
247
Strategic Planning
247
Making Strategic Planning Real
247
Providing Indicators/Evidence Is Important
249
Action Research
249
Vignette: The Strategic Planning Retreat Day
250
OD
PROCESS CONSULTANTS
251
OD
Consultants at Work
252
Planned Change Steps
252
OD
Consultant Issues
253
SUMMARY
255
DISCUSSION QUESTIONS
255
FIELDWORK ACTIVITIES
255
CONDUCT A STUDY
256
ADDITIONAL READINGS
256
PART V Combining Views and Tools
258
CHAPTER TWELVE
Implementing Change: Assessing and Facilitating the Process
from Individuals to Whole Systems
260
FOCUS QUESTIONS
261
UNITS OF CHANGE RANGE FROM THE VERY LARGE TO THE VERY SMALL
262
The System as the Unit of Change
262
CONTENTS XVII
An
Organization as the Unit of Change
264
Teams or Divisions as the Unit of Change
264
The Individual as the Unit of Change
264
THE CHANGE PERSPECTIVE OF THE CONCERNS-BASED ADOPTION
MODEL
265
CBAM Addresses the Individual
265
CBAM Addresses Teams and Groups
266
SoC Whole Group Profiles: Laptop Computers for Teachers
266
SoC Subgroup Profiles
266
The Implementation Bridge: Using LoU and
1С
to Assess Change Progress
267
A School District Superintendent Wants to Know
268
Assessing Implementation
268
Action Research Can Happen
268
Two Snapshots Are Better Than One
268
LoU Is One Indicator
269
Another Indicator: Innovation Configurations
(1С) 269
Fidelity of Implementation
270
Fidelity of Implementation of a Mathematics Innovation
270
The Bottom-Line Question: What Is the Relationship Between Extent
of Implementation and Outcomes?
271
Which Research Design Is Best?
272
Problems With Treatment-Control Group Designs
272
Comparing Degrees of Implementation
272
LEADERSHIP IS A VERY IMPORTANT FACTOR
273
Relationships Between CF Style and Student Outcomes
273
Principal CF Style and Student Test Scores
273
A Summary Systemic Framework
273
Principal CF Style and School Organization Culture
274
CF Style, Organization Culture, and Leader Succession
276
FINAL REFLECTIONS ABOUT IMPLEMENTING CHANGE
276
Ethical Issues in Facilitating Change
276
Understanding the Constructs
276
Responsible Use
276
Support at All Levels of the Organization
277
What About the Ethics of Change Agentry?
277
Ethical Behavior from a Concerns-Based Perspective
277
Wrong Interventions
278
Deliberate Manipulation
278
Continue Asking the Ethics Question
278
XVIU CONTENTS
SUMMARY
278
THE CAVEAT
279
A FINAL PHRASE
279
DISCUSSION QUESTIONS
279
FIELDWORK ACTIVITIES
280
CONDUCT A STUDY
280
ADDITIONAL READINGS
280
Appendix A Stages of Concern Questionnaire (SoCQ)
281
Appendix
В
Stages of Concern (SoC) Scoring Device
285
Appendix
С
Levels of Use of the Innovation (Operational Definitions)
287
Appendix
D
Six Dimensions of Change Facilitator Style
290
Appendix
E
Change Facilitator Style Questionnaire (CFSQ)
293
Appendix
F
Change Facilitator Style Scoring Device
296
Appendix
G
Example Interventions for Each Stage of Concern
298
References
303
Index
311
|
| any_adam_object | 1 |
| author | Hall, Gene E. Hord, Shirley M. |
| author_GND | (DE-588)133165582 |
| author_facet | Hall, Gene E. Hord, Shirley M. |
| author_role | aut aut |
| author_sort | Hall, Gene E. |
| author_variant | g e h ge geh s m h sm smh |
| building | Verbundindex |
| bvnumber | BV036067614 |
| classification_rvk | DK 1022 DK 1042 QP 340 |
| ctrlnum | (OCoLC)495598195 (DE-599)BVBBV036067614 |
| dewey-full | 371.200973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.200973 |
| dewey-search | 371.200973 |
| dewey-sort | 3371.200973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Wirtschaftswissenschaften |
| edition | 3. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV036067614 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:10:45Z |
| institution | BVB |
| isbn | 9780137010271 0137010273 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018958945 |
| oclc_num | 495598195 |
| open_access_boolean | |
| owner | DE-29 DE-473 DE-BY-UBG DE-N2 DE-N32 DE-Lfn1 DE-706 DE-M347 DE-188 |
| owner_facet | DE-29 DE-473 DE-BY-UBG DE-N2 DE-N32 DE-Lfn1 DE-706 DE-M347 DE-188 |
| physical | XXVII, 322 S. Ill., graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| series2 | Pearson education |
| spelling | Hall, Gene E. Verfasser aut Implementing change patterns, principles, and potholes Gene E. Hall ; Shirley M. Hord 3. ed. Boston, Mass. ; Munich [u.a.] Pearson 2011 XXVII, 322 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Pearson education Literaturangaben School improvement programs / United States Educational leadership / United States Educational change / United States Educational change United States Educational leadership United States School improvement programs United States Schulentwicklung (DE-588)4126892-1 gnd rswk-swf Schulreform (DE-588)4053539-3 gnd rswk-swf Change Management (DE-588)7606306-9 gnd rswk-swf Bildungswesen (DE-588)4006681-2 gnd rswk-swf Schulleitung (DE-588)4053524-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulleitung (DE-588)4053524-1 s Schulentwicklung (DE-588)4126892-1 s DE-604 Bildungswesen (DE-588)4006681-2 s Change Management (DE-588)7606306-9 s Schulreform (DE-588)4053539-3 s 1\p DE-604 Hord, Shirley M. Verfasser (DE-588)133165582 aut Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018958945&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hall, Gene E. Hord, Shirley M. Implementing change patterns, principles, and potholes School improvement programs / United States Educational leadership / United States Educational change / United States Educational change United States Educational leadership United States School improvement programs United States Schulentwicklung (DE-588)4126892-1 gnd Schulreform (DE-588)4053539-3 gnd Change Management (DE-588)7606306-9 gnd Bildungswesen (DE-588)4006681-2 gnd Schulleitung (DE-588)4053524-1 gnd |
| subject_GND | (DE-588)4126892-1 (DE-588)4053539-3 (DE-588)7606306-9 (DE-588)4006681-2 (DE-588)4053524-1 (DE-588)4078704-7 |
| title | Implementing change patterns, principles, and potholes |
| title_auth | Implementing change patterns, principles, and potholes |
| title_exact_search | Implementing change patterns, principles, and potholes |
| title_full | Implementing change patterns, principles, and potholes Gene E. Hall ; Shirley M. Hord |
| title_fullStr | Implementing change patterns, principles, and potholes Gene E. Hall ; Shirley M. Hord |
| title_full_unstemmed | Implementing change patterns, principles, and potholes Gene E. Hall ; Shirley M. Hord |
| title_short | Implementing change |
| title_sort | implementing change patterns principles and potholes |
| title_sub | patterns, principles, and potholes |
| topic | School improvement programs / United States Educational leadership / United States Educational change / United States Educational change United States Educational leadership United States School improvement programs United States Schulentwicklung (DE-588)4126892-1 gnd Schulreform (DE-588)4053539-3 gnd Change Management (DE-588)7606306-9 gnd Bildungswesen (DE-588)4006681-2 gnd Schulleitung (DE-588)4053524-1 gnd |
| topic_facet | School improvement programs / United States Educational leadership / United States Educational change / United States Educational change United States Educational leadership United States School improvement programs United States Schulentwicklung Schulreform Change Management Bildungswesen Schulleitung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018958945&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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