Accelerating change in schools :: leading rapid, successful, and complex change initiatives /
This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders.
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Bingley, UK :
Emerald Publishing Limited,
2017.
|
| Ausgabe: | First edition. |
| Schriftenreihe: | Advances in educational administration ;
vol. 27. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781786355010 1786355019 1786355027 9781786355027 9781787143081 1787143082 |
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| 245 | 0 | 0 | |a Accelerating change in schools : |b leading rapid, successful, and complex change initiatives / |c edited by Linda Dudar, Shelleyann Scott, Donald E. Scott. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Bingley, UK : |b Emerald Publishing Limited, |c 2017. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Advances in educational administration ; |v vol. 27 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed March 27, 2017). | |
| 505 | 0 | |a Cover; Title Page; Copyright Page; Contents; List of Figures; List of Tables; List of Cases; Acknowledgments; Foreword; Section I -- Leadership and Rapid Change; Chapter 1 The Demand for Rapid Change; 1.1. Introduction; 1.2. What Are Some of the Sociopolitical Drivers of Change?; 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism; 1.2.2. Globalization and the Knowledge Economy; 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All; 1.2.4. Globalization: Migration and Brain Circulation. | |
| 505 | 8 | |a 1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?1.3. The Organization of the Book; Chapter 2 Understanding the Theory of Change Processes; 2.1. Guiding Assumptions for Change; 2.2. Guiding Assumption 1: Change Is a Process Not an Event!; 2.2.1. Life Cycle Theory; 2.2.2. Teleological Theory; 2.2.3. Dialectical Theory; 2.2.4. Evolutionary Theory; 2.2.5. Lewin's Three Steps; 2.2.6. The Turnaround School Movement; 2.2.7. Critiques of Turnaround School Literature; Chapter 3 Stakeholders and Change Participants -- Important Influencers. | |
| 505 | 8 | |a 3.1. Guiding Assumption 2: Partisanship Can Influence Policy3.2. Guiding Assumption 3: Teachers Are Wonderful Learners -- So What Is the Problem with Change?; 3.2.1. Guskey's Model of Teacher Change; 3.2.2. Hall and Hord's Concerns-Based Adoption Model; 3.2.2.1. Stages of Concern (SoC); 3.2.2.2. Levels of Use (LoU); 3.2.2.3. Innovation Configuration (IC); 3.3. Guiding Assumption 4: Professional Development -- The Magic Bullet to Policy Implementation and Change?; 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning. | |
| 505 | 8 | |a 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It?; Chapter 4 Defining Change Leadership; 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial; 4.1.1. Turnaround Leadership; 4.1.2. Transformational Leadership; 4.1.3. Authentic Leadership; 4.1.4. Leading Learning Organizations; 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership; Chapter 5 The Self-Aware and Discerning Change Agent; 5.1. Metacognition and Change Agency. | |
| 505 | 8 | |a 5.2. Social Cognitive Theory5.2.1. Self-Efficacy; 5.2.1.1. Mastery Experiences (or Performance Accomplishments); 5.2.1.2. Vicarious Experiences; 5.2.1.3. Social or Verbal Persuasion; 5.2.1.4. Psychological or Emotional Arousal; 5.2.2. Self-Reflection and Agency; 5.3. Summary; Chapter 6 The Rapid Change Model; 6.1. Fast-Paced Change Is Possible; 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult; 6.3. The Rapid Change Model; 6.4. The Demand for Rapid Change; 6.4.1. Education Ministries; 6.4.2. School Boards; 6.4.3. Stakeholders; 6.4.4. Professional Obligation. | |
| 520 | |a This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. | ||
| 650 | 0 | |a Educational acceleration. |0 http://id.loc.gov/authorities/subjects/sh85041103 | |
| 650 | 0 | |a Leadership. |0 http://id.loc.gov/authorities/subjects/sh85075480 | |
| 650 | 0 | |a Educational change. |0 http://id.loc.gov/authorities/subjects/sh90003113 | |
| 650 | 2 | |a Leadership |0 https://id.nlm.nih.gov/mesh/D007857 | |
| 650 | 6 | |a Enseignement accéléré. | |
| 650 | 6 | |a Leadership. | |
| 650 | 6 | |a Enseignement |x Réforme. | |
| 650 | 7 | |a Education. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Educational acceleration |2 fast | |
| 650 | 7 | |a Educational change |2 fast | |
| 650 | 7 | |a Leadership |2 fast | |
| 700 | 1 | |a Dudar, Linda, |e editor. | |
| 700 | 1 | |a Scott, Shelleyann, |e editor. | |
| 700 | 1 | |a Scott, Donald E., |e editor. | |
| 758 | |i has work: |a Accelerating change in schools (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGdTxKRTFydDxQr7htXBMX |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| author_facet | Dudar, Linda Scott, Shelleyann Scott, Donald E. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1029 |
| callnumber-raw | LB1029.A22 |
| callnumber-search | LB1029.A22 |
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| contents | Cover; Title Page; Copyright Page; Contents; List of Figures; List of Tables; List of Cases; Acknowledgments; Foreword; Section I -- Leadership and Rapid Change; Chapter 1 The Demand for Rapid Change; 1.1. Introduction; 1.2. What Are Some of the Sociopolitical Drivers of Change?; 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism; 1.2.2. Globalization and the Knowledge Economy; 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All; 1.2.4. Globalization: Migration and Brain Circulation. 1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?1.3. The Organization of the Book; Chapter 2 Understanding the Theory of Change Processes; 2.1. Guiding Assumptions for Change; 2.2. Guiding Assumption 1: Change Is a Process Not an Event!; 2.2.1. Life Cycle Theory; 2.2.2. Teleological Theory; 2.2.3. Dialectical Theory; 2.2.4. Evolutionary Theory; 2.2.5. Lewin's Three Steps; 2.2.6. The Turnaround School Movement; 2.2.7. Critiques of Turnaround School Literature; Chapter 3 Stakeholders and Change Participants -- Important Influencers. 3.1. Guiding Assumption 2: Partisanship Can Influence Policy3.2. Guiding Assumption 3: Teachers Are Wonderful Learners -- So What Is the Problem with Change?; 3.2.1. Guskey's Model of Teacher Change; 3.2.2. Hall and Hord's Concerns-Based Adoption Model; 3.2.2.1. Stages of Concern (SoC); 3.2.2.2. Levels of Use (LoU); 3.2.2.3. Innovation Configuration (IC); 3.3. Guiding Assumption 4: Professional Development -- The Magic Bullet to Policy Implementation and Change?; 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning. 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It?; Chapter 4 Defining Change Leadership; 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial; 4.1.1. Turnaround Leadership; 4.1.2. Transformational Leadership; 4.1.3. Authentic Leadership; 4.1.4. Leading Learning Organizations; 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership; Chapter 5 The Self-Aware and Discerning Change Agent; 5.1. Metacognition and Change Agency. 5.2. Social Cognitive Theory5.2.1. Self-Efficacy; 5.2.1.1. Mastery Experiences (or Performance Accomplishments); 5.2.1.2. Vicarious Experiences; 5.2.1.3. Social or Verbal Persuasion; 5.2.1.4. Psychological or Emotional Arousal; 5.2.2. Self-Reflection and Agency; 5.3. Summary; Chapter 6 The Rapid Change Model; 6.1. Fast-Paced Change Is Possible; 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult; 6.3. The Rapid Change Model; 6.4. The Demand for Rapid Change; 6.4.1. Education Ministries; 6.4.2. School Boards; 6.4.3. Stakeholders; 6.4.4. Professional Obligation. |
| ctrlnum | (OCoLC)978294863 |
| dewey-full | 370.1523 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.1523 |
| dewey-search | 370.1523 |
| dewey-sort | 3370.1523 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | First edition. |
| format | Electronic eBook |
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| id | ZDB-4-EDU-ocn978294863 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:13Z |
| institution | BVB |
| isbn | 9781786355010 1786355019 1786355027 9781786355027 9781787143081 1787143082 |
| language | English |
| oclc_num | 978294863 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Emerald Publishing Limited, |
| record_format | marc |
| series | Advances in educational administration ; |
| series2 | Advances in educational administration ; |
| spelling | Accelerating change in schools : leading rapid, successful, and complex change initiatives / edited by Linda Dudar, Shelleyann Scott, Donald E. Scott. First edition. Bingley, UK : Emerald Publishing Limited, 2017. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Advances in educational administration ; vol. 27 Includes bibliographical references and index. Online resource; title from PDF title page (EBSCO, viewed March 27, 2017). Cover; Title Page; Copyright Page; Contents; List of Figures; List of Tables; List of Cases; Acknowledgments; Foreword; Section I -- Leadership and Rapid Change; Chapter 1 The Demand for Rapid Change; 1.1. Introduction; 1.2. What Are Some of the Sociopolitical Drivers of Change?; 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism; 1.2.2. Globalization and the Knowledge Economy; 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All; 1.2.4. Globalization: Migration and Brain Circulation. 1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?1.3. The Organization of the Book; Chapter 2 Understanding the Theory of Change Processes; 2.1. Guiding Assumptions for Change; 2.2. Guiding Assumption 1: Change Is a Process Not an Event!; 2.2.1. Life Cycle Theory; 2.2.2. Teleological Theory; 2.2.3. Dialectical Theory; 2.2.4. Evolutionary Theory; 2.2.5. Lewin's Three Steps; 2.2.6. The Turnaround School Movement; 2.2.7. Critiques of Turnaround School Literature; Chapter 3 Stakeholders and Change Participants -- Important Influencers. 3.1. Guiding Assumption 2: Partisanship Can Influence Policy3.2. Guiding Assumption 3: Teachers Are Wonderful Learners -- So What Is the Problem with Change?; 3.2.1. Guskey's Model of Teacher Change; 3.2.2. Hall and Hord's Concerns-Based Adoption Model; 3.2.2.1. Stages of Concern (SoC); 3.2.2.2. Levels of Use (LoU); 3.2.2.3. Innovation Configuration (IC); 3.3. Guiding Assumption 4: Professional Development -- The Magic Bullet to Policy Implementation and Change?; 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning. 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It?; Chapter 4 Defining Change Leadership; 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial; 4.1.1. Turnaround Leadership; 4.1.2. Transformational Leadership; 4.1.3. Authentic Leadership; 4.1.4. Leading Learning Organizations; 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership; Chapter 5 The Self-Aware and Discerning Change Agent; 5.1. Metacognition and Change Agency. 5.2. Social Cognitive Theory5.2.1. Self-Efficacy; 5.2.1.1. Mastery Experiences (or Performance Accomplishments); 5.2.1.2. Vicarious Experiences; 5.2.1.3. Social or Verbal Persuasion; 5.2.1.4. Psychological or Emotional Arousal; 5.2.2. Self-Reflection and Agency; 5.3. Summary; Chapter 6 The Rapid Change Model; 6.1. Fast-Paced Change Is Possible; 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult; 6.3. The Rapid Change Model; 6.4. The Demand for Rapid Change; 6.4.1. Education Ministries; 6.4.2. School Boards; 6.4.3. Stakeholders; 6.4.4. Professional Obligation. This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. Educational acceleration. http://id.loc.gov/authorities/subjects/sh85041103 Leadership. http://id.loc.gov/authorities/subjects/sh85075480 Educational change. http://id.loc.gov/authorities/subjects/sh90003113 Leadership https://id.nlm.nih.gov/mesh/D007857 Enseignement accéléré. Leadership. Enseignement Réforme. Education. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Educational acceleration fast Educational change fast Leadership fast Dudar, Linda, editor. Scott, Shelleyann, editor. Scott, Donald E., editor. has work: Accelerating change in schools (Text) https://id.oclc.org/worldcat/entity/E39PCGdTxKRTFydDxQr7htXBMX https://id.oclc.org/worldcat/ontology/hasWork 1-78635-502-7 Advances in educational administration ; vol. 27. http://id.loc.gov/authorities/names/no2005022545 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1423575 Volltext |
| spellingShingle | Accelerating change in schools : leading rapid, successful, and complex change initiatives / Advances in educational administration ; Cover; Title Page; Copyright Page; Contents; List of Figures; List of Tables; List of Cases; Acknowledgments; Foreword; Section I -- Leadership and Rapid Change; Chapter 1 The Demand for Rapid Change; 1.1. Introduction; 1.2. What Are Some of the Sociopolitical Drivers of Change?; 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism; 1.2.2. Globalization and the Knowledge Economy; 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All; 1.2.4. Globalization: Migration and Brain Circulation. 1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?1.3. The Organization of the Book; Chapter 2 Understanding the Theory of Change Processes; 2.1. Guiding Assumptions for Change; 2.2. Guiding Assumption 1: Change Is a Process Not an Event!; 2.2.1. Life Cycle Theory; 2.2.2. Teleological Theory; 2.2.3. Dialectical Theory; 2.2.4. Evolutionary Theory; 2.2.5. Lewin's Three Steps; 2.2.6. The Turnaround School Movement; 2.2.7. Critiques of Turnaround School Literature; Chapter 3 Stakeholders and Change Participants -- Important Influencers. 3.1. Guiding Assumption 2: Partisanship Can Influence Policy3.2. Guiding Assumption 3: Teachers Are Wonderful Learners -- So What Is the Problem with Change?; 3.2.1. Guskey's Model of Teacher Change; 3.2.2. Hall and Hord's Concerns-Based Adoption Model; 3.2.2.1. Stages of Concern (SoC); 3.2.2.2. Levels of Use (LoU); 3.2.2.3. Innovation Configuration (IC); 3.3. Guiding Assumption 4: Professional Development -- The Magic Bullet to Policy Implementation and Change?; 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning. 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It?; Chapter 4 Defining Change Leadership; 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial; 4.1.1. Turnaround Leadership; 4.1.2. Transformational Leadership; 4.1.3. Authentic Leadership; 4.1.4. Leading Learning Organizations; 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership; Chapter 5 The Self-Aware and Discerning Change Agent; 5.1. Metacognition and Change Agency. 5.2. Social Cognitive Theory5.2.1. Self-Efficacy; 5.2.1.1. Mastery Experiences (or Performance Accomplishments); 5.2.1.2. Vicarious Experiences; 5.2.1.3. Social or Verbal Persuasion; 5.2.1.4. Psychological or Emotional Arousal; 5.2.2. Self-Reflection and Agency; 5.3. Summary; Chapter 6 The Rapid Change Model; 6.1. Fast-Paced Change Is Possible; 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult; 6.3. The Rapid Change Model; 6.4. The Demand for Rapid Change; 6.4.1. Education Ministries; 6.4.2. School Boards; 6.4.3. Stakeholders; 6.4.4. Professional Obligation. Educational acceleration. http://id.loc.gov/authorities/subjects/sh85041103 Leadership. http://id.loc.gov/authorities/subjects/sh85075480 Educational change. http://id.loc.gov/authorities/subjects/sh90003113 Leadership https://id.nlm.nih.gov/mesh/D007857 Enseignement accéléré. Leadership. Enseignement Réforme. Education. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Educational acceleration fast Educational change fast Leadership fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041103 http://id.loc.gov/authorities/subjects/sh85075480 http://id.loc.gov/authorities/subjects/sh90003113 https://id.nlm.nih.gov/mesh/D007857 |
| title | Accelerating change in schools : leading rapid, successful, and complex change initiatives / |
| title_auth | Accelerating change in schools : leading rapid, successful, and complex change initiatives / |
| title_exact_search | Accelerating change in schools : leading rapid, successful, and complex change initiatives / |
| title_full | Accelerating change in schools : leading rapid, successful, and complex change initiatives / edited by Linda Dudar, Shelleyann Scott, Donald E. Scott. |
| title_fullStr | Accelerating change in schools : leading rapid, successful, and complex change initiatives / edited by Linda Dudar, Shelleyann Scott, Donald E. Scott. |
| title_full_unstemmed | Accelerating change in schools : leading rapid, successful, and complex change initiatives / edited by Linda Dudar, Shelleyann Scott, Donald E. Scott. |
| title_short | Accelerating change in schools : |
| title_sort | accelerating change in schools leading rapid successful and complex change initiatives |
| title_sub | leading rapid, successful, and complex change initiatives / |
| topic | Educational acceleration. http://id.loc.gov/authorities/subjects/sh85041103 Leadership. http://id.loc.gov/authorities/subjects/sh85075480 Educational change. http://id.loc.gov/authorities/subjects/sh90003113 Leadership https://id.nlm.nih.gov/mesh/D007857 Enseignement accéléré. Leadership. Enseignement Réforme. Education. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Educational acceleration fast Educational change fast Leadership fast |
| topic_facet | Educational acceleration. Leadership. Educational change. Leadership Enseignement accéléré. Enseignement Réforme. Education. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Educational acceleration Educational change |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1423575 |
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