ERIC Number: ED373391
Record Type: Non-Journal
Publication Date: 1994
Change Forces: Probing the Depths of Educational Reform. School Development and the Management of Change Series: 10.
Debunking popular reform efforts, this book argues that education reformers are fighting a fruitless uphill battle. Neither top-down regulation nor locally based reforms will transform schooling. The insurmountable problem is juxtaposing a continuous change theme with a continuous, conservative system that defies change. In partnership with all community agencies, educators must initiate the creation of learning societies as part of a larger social agenda. Following an introductory chapter, chapter 2 discusses the essential partnership of moral purpose with change agentry. Chapter 3 treats the complexity of the change process, identifying eight basic lessons of a new change paradigm: (1) you can't mandate or force change; (2) change is a journey, not a blueprint; (3) problems are our friends; (4) vision and strategic planning come later; (5) individualism and collectivism must have equal power; (6) neither centralization nor decentralization works by itself; (7) connections with the wider environment is critical for success; and (8) every person is a change agent. Chapters 4 and 5 discuss the school as a learning organization and the two-way relationship between a learning organization and its environment. Chapter 6 argues that continuous teacher education is essential to produce moral change agents. The final chapter treats the productive individual's role in shaping and checking schooling and other social institutions. Contains 168 references and a subject index. (MLH)
Descriptors: Agency Cooperation, Change Agents, Chaos Theory, Educational Change, Educational Environment, Elementary Secondary Education, Misconceptions, Moral Values, Organizational Change, Resistance to Change, Teacher Education
Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A