Third International Handbook of Educational Change

This handbook reflects and represents the established and expanding knowledge base in the field of educational change as embodied in publishing outlets like Springer's Journal of Educational Change, the AERA Educational Change Special Interest Group, The AERA Teacher and Teacher Education Division, the British Educational Leadership and Management Association, and the International Congress of School Effectiveness and Improvement. The work captures the changing and more inclusive and critical nature of the field. This involves responding to calls for traditionally marginalised and minoritized groups, regions and issues to be centred and uplifted in the field and in practice.

The Handbook includes classic, contemporary, and cutting-edge contributions to the field of educational change. It offers rigorous scholarly work written in a style that is accessible to researchers, academics, educational leaders, and policymakers who are drawn to evidence-based and theoretically informed approaches. Contents are inclusive in authorship and focus, representative of different fields such as leadership, policy, curriculum, pedagogy, equity, and diversity, inclusive of diverse and sometimes competing perspectives, and attentive to international range and scope of contribution.

This is a time when there is turnover of generations in the field of educational change, with many of the founders now having passed away or holding senior Emeritus status. It is a time of emerging scholarship among mid-career academics and evolving research among new generations of graduate students that call for familiarity with established canons of educational change, and a growing field of intellectual, cultural, and global diversity. This Third handbook is written at this generational tipping point in the academic field, at a time when global knowledge and understanding of educational change is more accessible and abundant, and in a moment of great controversy regarding future directions of educational change in relation to a rapidly changing world.

Brings an international, research-based and policy-relevant perspective to the field Captures the changing and more inclusive and critical nature of educational change Responds to calls for traditionally marginalised and minoritized groups, regions and issues

Autorentext

A. Lin Goodwin () is the Thomas More Brennan Chair of Education at the Lynch School of Education and Human Development, Boston, USA.

Andy Hargreaves is Visiting Professor at the University of Ottawa in Canada and Research Professor at Boston College in the USA.

Victoria Showunmi is an Associate Professor at University College London, UK, in the Faculty of Institute of Education.

Corrie Stone-Johnson is a Professor of Educational Administration at University at Buffalo, USA, and the Editor-in-Chief of the Journal of Educational Change.

Jennie Weiner is a Professor of Educational Leadership at the University of Connecticut, USA.

Inhalt

Better Schools Through Better Knowledge? New Understanding.- New Uncertainty.- Innovation and Diffusion as a Theory of Change.-The Psychodynamics of Educational Change.- Moving Change: Evolutionary Perspectives on Educational Change.- A Temporary, Intermediary Organization at the Helm of Regional Education Reform: Lessons from the Bay Area School.- Reform Collaborative.- Change from Without: Lessons from Other Countries, Systems, and Sectors.- Positive Pressure.- Education for an Interdependent World: Developing Systems Citizens.- Social Movement Organizing and Equity-Focused Educational.- Change: Shifting the Zone of Mediation.- Community Organizing and Educational Change.- Recent Developments in the Field of Educational Leadership.- The Challenge of Complexity.- Large-Scale Reform in the Era of Accountability: The System.- Role in Supporting Data-Driven Decision.- Teacher Emotions in the Context of Educational Reforms.- The Micropolitics of Educational Change and Reform: Cracking.- Open the Black Box.