Accelerating change in schools : leading rapid, successful, and complex change initiatives

This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders.

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Bibliographic Details
Other Authors: Dudar, Linda, (Editor), Scott, Shelleyann, (Editor), Scott, Donald E., (Editor)
Format: eBook
Language: English
Published: Bingley, UK : Emerald Publishing Limited, 2017.
Edition: First edition.
Series: Advances in educational administration ; vol. 27.
Subjects:
Educational acceleration.
Leadership.
Educational change.
elektronické knihy
electronic books
ISBN: 9781786355010
9781786355027
Physical Description: 1 online zdroj

Cover

Table of contents

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245 0 0 |a Accelerating change in schools :  |b leading rapid, successful, and complex change initiatives /  |c edited by Linda Dudar, Shelleyann Scott, Donald E. Scott. 
250 |a First edition. 
264 1 |a Bingley, UK :  |b Emerald Publishing Limited,  |c 2017. 
300 |a 1 online zdroj 
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337 |a počítač  |b c  |2 rdamedia 
338 |a online zdroj  |b cr  |2 rdacarrier 
490 1 |a Advances in educational administration ;  |v vol. 27 
504 |a Obsahuje bibliografické odkazy a index. 
505 0 |a Cover; Title Page; Copyright Page; Contents; List of Figures; List of Tables; List of Cases; Acknowledgments; Foreword; Section I -- Leadership and Rapid Change; Chapter 1 The Demand for Rapid Change; 1.1. Introduction; 1.2. What Are Some of the Sociopolitical Drivers of Change?; 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism; 1.2.2. Globalization and the Knowledge Economy; 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All; 1.2.4. Globalization: Migration and Brain Circulation. 
505 8 |a 1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?1.3. The Organization of the Book; Chapter 2 Understanding the Theory of Change Processes; 2.1. Guiding Assumptions for Change; 2.2. Guiding Assumption 1: Change Is a Process Not an Event!; 2.2.1. Life Cycle Theory; 2.2.2. Teleological Theory; 2.2.3. Dialectical Theory; 2.2.4. Evolutionary Theory; 2.2.5. Lewin's Three Steps; 2.2.6. The Turnaround School Movement; 2.2.7. Critiques of Turnaround School Literature; Chapter 3 Stakeholders and Change Participants -- Important Influencers. 
505 8 |a 3.1. Guiding Assumption 2: Partisanship Can Influence Policy3.2. Guiding Assumption 3: Teachers Are Wonderful Learners -- So What Is the Problem with Change?; 3.2.1. Guskey's Model of Teacher Change; 3.2.2. Hall and Hord's Concerns-Based Adoption Model; 3.2.2.1. Stages of Concern (SoC); 3.2.2.2. Levels of Use (LoU); 3.2.2.3. Innovation Configuration (IC); 3.3. Guiding Assumption 4: Professional Development -- The Magic Bullet to Policy Implementation and Change?; 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning. 
505 8 |a 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It?; Chapter 4 Defining Change Leadership; 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial; 4.1.1. Turnaround Leadership; 4.1.2. Transformational Leadership; 4.1.3. Authentic Leadership; 4.1.4. Leading Learning Organizations; 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership; Chapter 5 The Self-Aware and Discerning Change Agent; 5.1. Metacognition and Change Agency. 
505 8 |a 5.2. Social Cognitive Theory5.2.1. Self-Efficacy; 5.2.1.1. Mastery Experiences (or Performance Accomplishments); 5.2.1.2. Vicarious Experiences; 5.2.1.3. Social or Verbal Persuasion; 5.2.1.4. Psychological or Emotional Arousal; 5.2.2. Self-Reflection and Agency; 5.3. Summary; Chapter 6 The Rapid Change Model; 6.1. Fast-Paced Change Is Possible; 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult; 6.3. The Rapid Change Model; 6.4. The Demand for Rapid Change; 6.4.1. Education Ministries; 6.4.2. School Boards; 6.4.3. Stakeholders; 6.4.4. Professional Obligation. 
506 |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty univerzity 
520 |a This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. 
590 |a Emerald Insight  |b Emerald Social Sciences eBook Series Collection Purchase 
650 0 |a Educational acceleration. 
650 0 |a Leadership. 
650 0 |a Educational change. 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Dudar, Linda,  |e editor. 
700 1 |a Scott, Shelleyann,  |e editor. 
700 1 |a Scott, Donald E.,  |e editor. 
830 0 |a Advances in educational administration ;  |v vol. 27. 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://www.emerald.com/insight/publication/doi/10.1108/S1479-3660201727  |y Plný text 
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