This important book takes a fresh look at educational change - a concept which is in frequent use but rarely examined for the variety of meanings it conveys. It brings together the ideas of major educational change theorists from three continents, and invites the reader to explore the idea of educational change at a number of levels and from a variety of perspectives. There is much talk about the pace of social change in, and the growing complexity of, industrial societies. In this book a number of well-known international researchers attempt to analyse the meaning of contemporary social change for education. Particular emphasis is given to the implications for: * the personal and social development of students * schools as organizations * the school curriculum * the teaching profession * educational policy formation * education research

"This book for educators shows that focusing on relationships, resilience, and reflection can better prepare graduates for the future"--

This work traces the link between teacher development and educational change. Each chapter expands on some aspect of teacher development and points to directions for reform and the improvement of practice. They draw upon work carried out in Canada, England and the United States.

Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.

“If we can get adult development right, we can change the world!” Adult development . . . in schools? Yes. In fact, understanding and sharing ideas—and implementing practices—that help adults explore experiences and assumptions is a powerful driver of school change. Eleanor Drago-Severson and Jessica Blum-DeStefano share expertise that has evolved from their many decades of research and work with educators and show you how to Deepen your understanding of adult development and its role in systemic and schoolwide change and educational improvement, Connect theory to practice with developmentally oriented structures and strategies that enhance collaboration, communication, and feedback, Support individual and organizational growth with a differentiated approach to leadership and capacity building, and Build trust, capacity, collegiality, and sustainability with developmental practices that meet adult needs. Whether you work in a school, district, university, educational institution, or other learning organization, you’ll learn how to infuse leadership, collaboration, communication, and capacity building with a deep understanding of individuals’ experiences and capacities—and how they influence our day-to-day work. Leading Change Together explains how you and other adult learners can effect tremendous change in schools and systems.

Through specific examples, qualitative research, and portraiture, the author illustrates how and why some schools are able to achieve significant, sustainable change while others cannot.

You've heard about "flipping your classroom"—now find out how to do it! Introducing a new way to think about higher education, learning, and technology that prioritizes the benefits of the human dimension. José Bowen recognizes that technology is profoundly changing education and that if students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize "naked" face-to-face contact with faculty. Here, he illustrates how technology is most powerfully used outside the classroom, and, when used effectively, how it can ensure that students arrive to class more prepared for meaningful interaction with faculty. Bowen offers practical advice for faculty and administrators on how to engage students with new technology while restructuring classes into more active learning environments.

Knowledge in the process of educational change is said to be a missing ingredient in attempts to bring about educational innovation. This volume analyzes productive change processes and identifies corresponding action strategies.

The book takes up some of the theoretical and practical challenges offered by Visual Sociology, Image-based Research, Media Studies, Rural Development, and Community-based and Participatory Research, and in so doing offers audiences an array of visual approaches to studying and bringing about social change.