The self-transforming school:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Abingdon, Oxon
Routledge
2014
|
| Schlagworte: | |
| Beschreibung: | "The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks's ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration: schools are often at different stages of self-transformation-self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development-funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy"-- "This book combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks' ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points: -schools are often at different stages of self-transformation -self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development -funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy"-- Includes bibliographical references and index |
| ISBN: | 9781135072094 1135072094 9780203387986 0203387988 |
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| 500 | |a "The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks's ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration: schools are often at different stages of self-transformation-self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development-funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy"-- | ||
| 500 | |a "This book combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks' ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points: -schools are often at different stages of self-transformation -self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development -funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy"-- | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 7 | |a EDUCATION / Leadership |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Educational Policy & Reform / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a Educational leadership |2 fast | |
| 650 | 7 | |a School improvement programs |2 fast | |
| 650 | 7 | |a School management and organization |2 fast | |
| 650 | 4 | |a Führung | |
| 650 | 4 | |a School management and organization |v Cross-cultural studies | |
| 650 | 4 | |a Educational leadership |v Cross-cultural studies | |
| 650 | 4 | |a School improvement programs |v Cross-cultural studies | |
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Datensatz im Suchindex
| _version_ | 1804177600760774656 |
|---|---|
| any_adam_object | |
| author | Caldwell, Brian |
| author_facet | Caldwell, Brian |
| author_role | aut |
| author_sort | Caldwell, Brian |
| author_variant | b c bc |
| building | Verbundindex |
| bvnumber | BV044356537 |
| classification_rvk | DK 1020 DK 1040 |
| collection | ZDB-4-NLEBK |
| ctrlnum | (ZDB-4-NLEBK)ocn853455880 (OCoLC)853455880 (DE-599)BVBBV044356537 |
| dewey-full | 371.2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2 |
| dewey-search | 371.2 |
| dewey-sort | 3371.2 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | DE-604.BV044356537 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:40Z |
| institution | BVB |
| isbn | 9781135072094 1135072094 9780203387986 0203387988 |
| language | English |
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| publisher | Routledge |
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| spelling | Caldwell, Brian Verfasser aut The self-transforming school Brian J. Caldwell, Jim M. Spinks Abingdon, Oxon Routledge 2014 txt rdacontent c rdamedia cr rdacarrier "The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks's ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration: schools are often at different stages of self-transformation-self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development-funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy"-- "This book combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks' ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points: -schools are often at different stages of self-transformation -self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development -funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy"-- Includes bibliographical references and index EDUCATION / Leadership bisacsh EDUCATION / Educational Policy & Reform / General bisacsh EDUCATION / General bisacsh EDUCATION / Administration / General bisacsh Educational leadership fast School improvement programs fast School management and organization fast Führung School management and organization Cross-cultural studies Educational leadership Cross-cultural studies School improvement programs Cross-cultural studies Schulentwicklung (DE-588)4126892-1 gnd rswk-swf Internationaler Vergleich (DE-588)4120509-1 gnd rswk-swf Schulleitung (DE-588)4053524-1 gnd rswk-swf Schulleitung (DE-588)4053524-1 s Schulentwicklung (DE-588)4126892-1 s Internationaler Vergleich (DE-588)4120509-1 s 1\p DE-604 Spinks, Jim M. Sonstige oth Erscheint auch als Druck-Ausgabe Caldwell, Brian, author Self-transforming school 9780415660587 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Caldwell, Brian The self-transforming school EDUCATION / Leadership bisacsh EDUCATION / Educational Policy & Reform / General bisacsh EDUCATION / General bisacsh EDUCATION / Administration / General bisacsh Educational leadership fast School improvement programs fast School management and organization fast Führung School management and organization Cross-cultural studies Educational leadership Cross-cultural studies School improvement programs Cross-cultural studies Schulentwicklung (DE-588)4126892-1 gnd Internationaler Vergleich (DE-588)4120509-1 gnd Schulleitung (DE-588)4053524-1 gnd |
| subject_GND | (DE-588)4126892-1 (DE-588)4120509-1 (DE-588)4053524-1 |
| title | The self-transforming school |
| title_auth | The self-transforming school |
| title_exact_search | The self-transforming school |
| title_full | The self-transforming school Brian J. Caldwell, Jim M. Spinks |
| title_fullStr | The self-transforming school Brian J. Caldwell, Jim M. Spinks |
| title_full_unstemmed | The self-transforming school Brian J. Caldwell, Jim M. Spinks |
| title_short | The self-transforming school |
| title_sort | the self transforming school |
| topic | EDUCATION / Leadership bisacsh EDUCATION / Educational Policy & Reform / General bisacsh EDUCATION / General bisacsh EDUCATION / Administration / General bisacsh Educational leadership fast School improvement programs fast School management and organization fast Führung School management and organization Cross-cultural studies Educational leadership Cross-cultural studies School improvement programs Cross-cultural studies Schulentwicklung (DE-588)4126892-1 gnd Internationaler Vergleich (DE-588)4120509-1 gnd Schulleitung (DE-588)4053524-1 gnd |
| topic_facet | EDUCATION / Leadership EDUCATION / Educational Policy & Reform / General EDUCATION / General EDUCATION / Administration / General Educational leadership School improvement programs School management and organization Führung School management and organization Cross-cultural studies Educational leadership Cross-cultural studies School improvement programs Cross-cultural studies Schulentwicklung Internationaler Vergleich Schulleitung |
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