Effective Change in Schools
Focusing on the Improving Schools Project in South Wales, Effective Change in Schools explores the process of successful and substantial educational change. The 32 schools which took part in the project all made significant changes in their practice in order to improve pupil achievement. This book describes and analyses the central features of that educational transformation process.
The authors include:
*information about the project, its aims and purposes
*fresh and innovative perspective on the change process in schools and the leadership and management of change
*examination of the key aspects of school effectiveness and improvement
*description of the strategies adopted by the schools to initiate change and an outline of the issues that the schools faced as they attempted to move forward
*consideration of the role of leadership in educational transformation and the essence of the successful leader.
This is an invaluable guide to anyone endeavouring to bring about change in their own school or who has an interest in educational management and leadership.
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The Improving Schools Project
The institutional transformation perspective
the schools in the preacceleration stage
moving into the acceleration stage
the acceleration stage
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action research activities adapt anxiety associated approach Arguably authority behaviour boundary management change management change process Chapter classroom collaboration context create culture depressive position dimension educational change emotional enable environment ership example explores external feedback feelings focus focused governors headteacher high levels implementation important improve pupil achievement individual inﬂuence initiatives institutional transformation involved key stakeholders leaders in relation leadership action leadership principles leadership role leading local education authority management of change managing change Melanie Klein members of staff monitoring narcissism National Curriculum non-rational notion optimises organisation outcomes parents particular phase position practice primary schools primary task problems professional psychodynamic purpose reﬂective relationships responsibility schools we studied secondary schools self-esteem sense significant social defences stage strategies sub-systems Systems thinking tasks of teaching teachers teaching and learning themes transformational leadership unconscious understanding University of Glamorgan vision