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ERIC Number: ED512596
Record Type: Non-Journal
Publication Date: 2010
Pages: N/A
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-978-1-8773-9854-4
ISSN: N/A
Scaling up Education Reform: Addressing the Politics of Disparity
Bishop, Russell; O'Sullivan, Dominic; Berryman, Mere
NZCER Press
What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others. Using the Te Kotahitanga Project as a model the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable. Their model can be applied to a variety of levels within education: classroom, school and system wide. It has seven elements that should be present in the reform initiative from the outset. These elements include establishing "goals" and a vision for reducing disparities; embedding a new "pedagogy" to depth in order to change the core of educational practice; developing new "institutions" and organisational structures to support in-class initiatives; developing "leadership" that is responsive, proactive and distributed; "spreading" the reform to include all teachers, parents, community members and external agencies; developing and using appropriate measures of performance as "evidence" for modifying core classroom and school practices; creating opportunities for all involved to take "ownership" of the reform in such a way that the original objectives of the reform are protected and sustained. This book is an essential read for anyone who is involved in the process of trying to achieve sustainable school reform that addresses the question of how mainstream schools can effectively address the learning needs of students currently not well served by education. Contents include: (1) Towards a Model for Sustaining and Extending Theory-based Educational Reforms; (2) Goals--Targeted Student Achievement as the Focus of Educational Reform; (3) Developing a New Pedagogy to Depth; (4) Institutionalisation of the Reform Within the School; (5) Knowledgeable and Supportive School Leadership; (6) Spread; (7) Evidence; (8) Shift in Reform Ownership; and (9) System-wide Support for Sustainability. A list of references and an index are also provided
New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; Web site: http://www.nzcer.org.nz
Publication Type: Books; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New Zealand Council for Educational Research
Identifiers - Location: New Zealand