The Practice and Theory of School Improvement

1. Front Matter

   Pages i-xi

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2. Introduction

   1. Introduction

      • David Hopkins

      Pages 1-21

3. Towards a Theory of School Development

   1. Front Matter

      Pages 23-23

      PDF

   2. Developing the Twenty-First Century School: A Challenge to Reformers

      • Per Dalin

      Pages 25-39

   3. Reconnecting Knowledge Utilization and School Improvement: Two Steps Forward, One Step Back

      • Karen Seashore Louis

      Pages 40-61

   4. The School Effectiveness Knowledge Base as a Guide for School Improvement

      • Jaap Scheerens

      Pages 62-81

4. The Contemporary Context of School Improvement

   1. Front Matter

      Pages 83-83

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   2. School Evaluation and Improvement: A Scandinavian View

      • Rolf Lander, Mats Ekholm

      Pages 85-100

   3. Quality Assurance Reviews as a Catalyst for School Improvement in Australia

      • Peter Cuttance

      Pages 101-128

   4. Assessment and Accountability in Kentucky: How High Stakes Affects Teaching and Learning

      • Betty Lou Whitford, Ken Jones

      Pages 129-144

5. Tensions and Contrasts in School Improvement Strategies

   1. Front Matter

      Pages 145-145

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   2. Innovations in Planning for School Improvement: Problems and Potential

      • Mike Wallace

      Pages 147-168

   3. Curriculum Reform, Educational Change and School Improvement

      • Gary Mcculloch

      Pages 169-181

   4. The Conduct of Inquiry on Teaching: The Search for Models more Effective than the Recitation

      • Bruce Joyce, Emily Calhoun

      Pages 182-207

   5. Three Rival Versions and a Critique of Teacher Staff Development

      • John Smyth

      Pages 208-222

   6. Why Teachers need their Colleagues: A Developmental Perspective

      • Jennifer Nias

      Pages 223-237

6. The Effectiveness of School Improvement Strategies

   1. Front Matter

      Pages 239-239

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   2. “World Class” School Improvement: An Analysis of the Implications of Recent International School Effectiveness and School Improvement Research for Improvement Practice

      • David Reynolds

      Pages 241-251

   3. “Inside-Out” and “Outside-In”: Learning from Past and Present School Improvement Paradigms

      • Emily Calhoun, Bruce Joyce

      Pages 252-264

   4. Sand, Bricks, and Seeds: School Change Strategies and Readiness for Reform

      • Robert E. Slavin

      Pages 265-279

ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, CA, U.S.A. MICHAEL FULLAN Ontario Institute for Studies in Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Skills, London, U.K. This set of four volumes on Educational Change brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively.

• Evaluation
• change management
• curriculum
• educational research
• learning
• quality
• quality assurance
• school

• Department for Education and Skills, London, UK

  David Hopkins

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