Learning to Change: Teaching Beyond Subjects and Standards

by Lorna Earl, Susan Manning, Andy P. Hargreaves, et al.

Book Overview

The success of school reform measures greatly depends on thesupport and commitment of teachers. This book examines therealities of educational change from the frontline perspective ofreform-minded... This description may be from another edition of this product.

• Format: Hardcover
• Language: English
• ISBN: 0787950270
• ISBN13: 9780787950279
• Release Date: May 2000
• Publisher: Jossey-Bass
• Length: 240 Pages
• Weight: 1.11 lbs.
• Dimensions: 0.9" x 6.3" x 8.9"

Customer Reviews

Valuable Resource for Educational Change

"Learning to CHANGE: Teaching Beyond Subjects and Standards" is a valuable resource for administrators considering change, or currently in the process of change. It is a blend of literary research and teacher response to change as reported in a study of 29 seventh and eighth grade teachers undergoing significant restructuring in their schools. It does not provide all of the solutions, but is an asset for a study of the change process in schools.I found both the theory and concrete examples in the sections addressing Standards and Outcomes Implementation, Classroom Assessment Development, and Curriculum Integration to be both complementary of other books on these topics and awareness setting. Throughout this book the barriers to change and the joys of success are intermingled providing a real sense of balance in presentation of these issues. A very unique approach to the Process of Change provides a very real sense of looking at the effects of educational change upon those involved in the Work of Change.

Re-examining change.

Learning to change. Wow, what an excellent book! As a principal, change in schools is a major interest for me. "Learning to change" by the writers from OISE is a "must read" for anyone interested in the future directions of schools. The book has an Emperor's New Clothes quality in that the writers examine what they call the "New Orthodoxy" which pervades education in the Western World. The new orthodoxy is characterised by: High standards of learning; Deeper learning; Centralised curriculum; Literacy and numeracy; Indicators and rubrics; Aligned assessment; and Consequential accountability. In schools we deal with these aspects of educational change daily. By labelling the changes the "New orthodoxy," thinking educators will be empowered to challenge the philosophical underpinnings of the standards driven changes. Amongst the mass of wisdom accumulated in this book is the summary of why change is so difficult for teachers. The writers identify four elegant perspectives: 1. The technical perspective: If the teacher isn't able to do it, it can't be done; 2. The cultural perspective: If the teacher doesn't know how to do it or doesn't ultimately feel confident doing it, it can't be done; 3. The political perspective: If the teacher won't do it, it can't be done; and, 4. The postmodern perspective: If the teacher has too much to do, it won't be done well. This book was my summer holiday reading as I sat by the hotel swimming pool in Singapore. The book was attention grabbing (far more exciting than the surroundings) and now I need to translate this wisdom back into the school setting. There is something in this book for every thinking person who is involved in education today.