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Action Research

Burgess, H. Hard Evidence: is a teacher shortage looming? Osler, A. Pardinez-Solis, R. Hunter-Carsch, M. Bolzano, Italy September Washington D. Budapest, Hungary September Forsythe, S. Cairo, Egypt September. Lawson, T. Porto, Portugal September Istanbul, Turkey September University of Sussex September Cadiz, Spain September Schooling for change: Reinventing education for early adolescents. London: Routledge. Drawing from years of conversations with educators, this book presents educational change and reform with practicality and relevance to teachers and administrators.

Authors focus on the challenges facing adolescents in transition and how school reform can take into account their unique experiences. Nias, Jennifer. Primary teachers talking. Drawing on a sample of British primary school teachers, Nias discusses how primary teachers see themselves and their work. Restructuring schools, reconstructing teachers: Responding to change in the primary school. Bristol, UK: Open Univ. This study explores how UK policy changes affected primary school teachers and their work in the s. Change is often difficult at the secondary level, where size, bureaucratic complexity, subject traditions, and identifications factor into relationships and decision making.

For an understanding of change at the secondary level in the United States and Canada over a thirty-year period, see Goodson, et al. To better understand the professional life cycle of teachers, see Huberman To examine the career trajectories of secondary teachers who have experienced reform, see Little Drawing on the findings of a longitudinal study of educational change over time in eight US and Canadian secondary schools, the authors describe the change orientations of teachers in mid to late career depending on their generationally based sense of mission and their experiences of nostalgia for forms of teaching that sustained them in earlier careers.

Huberman, Michael. The professional life cycle of teachers. It then presents the results of a study involving secondary teachers in Switzerland. Findings suggest that four modal sequences are applicable to the professional life cycle of teachers. The emotional contours and career trajectories of disappointed reform enthusiasts.

Cambridge Journal of Education — Little examines the interplay of heightened emotionality and shifting career contours among secondary teachers engaged in reform movements; the nature and extent of reform-related conflict within work groups; the degree of equilibrium among multiple sources of pressure and support; and the capacity to manage the pace, scale and dynamics of reform.

Riseborough, George F. Sociology — This section explores the different domains of activity and organization in which educational change occurs. Through the domains covered here, substantive evolutions of educational change over time are evident, in particular the impact of heightened accountability and standardization.

This section details curriculum and teaching, as well as learning, standards, and accountability, as important domains in which educational change occurs. To see the role of the system in supporting data-driven decision making, see Datnow and Park For an exploration of the impact of state testing on inquiry-based science, refer to Falk and Drayton To better understand the historical development and evolution of school subjects, see Goodson To explore the concept of curriculum and the practice of curriculum theory, see Goodson For perspectives on the impact of standardized testing, see McNeil Datnow, Amanda, and Vicki Park.

Large-scale reform in the era of accountability: The system role in supporting data-driven decision making. The focus is on the system or school district level, where large-scale efforts to engage educators in the use of data often are initiated.

Falk, Joni K. State testing and inquiry-based science: Are they complementary or competing reforms? Journal of Educational Change 5. Results suggest that districts chose markedly different strategies for raising test scores, and that the approaches taken by districts influenced the nature of pedagogical and curriculum changes. School subjects and curriculum change: Studies in curriculum history.

The changing curriculum. New York: Peter Lang.

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Goodson reviews the emergence of the concept of curriculum and the practice of curriculum theory. In doing so, he develops a contextual understanding of curriculum that is the product of change. McNeil, Linda M. Contradictions of school reform: The educational costs of standardized testing. This book examines the reality, for students as well as teachers, of standardized testing.

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It argues that the preparation of students for standardized tests engenders teaching methods that compromise the quality of education. This section explores the different domains of activity and organization in which educational change occurs, focusing on the role and impact of school organization in educational change.

In each domain, scholars have looked at school organization and culture to consider their role in promoting, supporting, resisting, achieving, and sustaining meaningful change. For an exploration of the micro-politics of school, see Ball To better understand politics, markets, and the organization of schools, see Chubb and Moe For a description of the evolution of innovation strategies and a look at which strategies will most effectively develop the 21st-century school, see Dalin For a detailed description of whole-school reform focused on the collaboration of educators and politicians, see Fullan For an exploration of the role of departmental cultures in reform, see McLaughlin and Talbert To look at the impact of reforms on individuals, classrooms, and schools, and in particular the Coalition of Essential Schools, see McQuillan and Muncey For an analysis of social, economic, and educational trends worldwide, see Organisation for Economic Co-operation and Development To look at the challenges facing the modern American high school, see Powell, et al.

For an analysis of the way contemporary schools run and the impact of these practices on student learning, see Sizer Ball, Stephen J. The micro-politics of the school: Towards a theory of school organization. London: Methuen. In this book, Ball explores the interests and concerns of teachers and current problems through the concept of micropolitics in schools. He challenges educators to consider the existing forms of organizational control in schools and whether these forms are adequate or appropriate.

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Chubb, John E. Politics, markets, and the organization of schools. American Political Science Review This analysis found that public and private schools differ in environment and organization, with private schools more likely to possess characteristics believed to produce effectiveness. Dalin, Per. Developing the twenty-first century school: A challenge to reformers. Dalin reviews three decades of research on and involvement in educational innovation.

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He traces the evolution of innovation strategies and describes the range of challenges currently facing educational reformers. Dalin outlines strategies that will assist educational reformers to more effectively develop the 21st-century school. All systems go: The change imperative for whole system reform.


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Fullan examines whole-system reform at the school, district, and state levels. With relevance to educators and change agents at all levels of schooling, he discusses the need for politicians and professionals in the field to collaborate and share decision making and create policy together. Professional communities and the work of high school teaching. Their findings show that departmental cultures play a crucial role in classroom settings and expectations.

Muncey, Donna E. Reform and resistance in schools and classrooms: An ethnographic view of the Coalition of Essential Schools. This book charts the course of reform at eight charter-member schools of the Coalition of Essential Schools. Organisation for Economic Co-operation and Development. What schools for the future? Paris: OECD. Drawing on an extensive body of statistical and research evidence, the book analyzes the social, economic, and educational trends of the 21st century. It presents six possible scenarios for school systems over the next ten to twenty years.

The analysis is completed by contributions from eight international experts, looking at the challenges facing schools. Powell, Arthur G. The shopping mall high school: Winners and losers in the educational marketplace. Boston: Houghton Mifflin. This book suggests the modern high school is like a shopping mall, offering immense variety but virtually no direction. Sizer, Theodore R. One of the greatest factors influencing educational change is the demographics of the people who populate the region served. This section explores the role of these demographic factors in educational change.

Included are the need to consider race, class, language, and gender in reform and how to create more equitable teaching and learning for urban schools and underserved populations through inclusive education practices. This section considers the role of race, class, and language in educational change.

For an insightful theory of change through the lens of race, see Connolly and Troyna To further understand the culture of power and pedagogy in teaching Black and poor students, see Delpit and Fordham For a look at how language and culture influence student learning, see Fecho and Philips For suggestions on policy reform and teacher preparation in diverse international settings, see Skerret and Skerret and Hargreaves Connolly, Paul, and Barry Troyna.

Researching racism in education: Politics, theory and practice.