In 11 chapters, this book has been organized around the Concerns Based Adoption Model (CBAM), a sophisticated way to understand the change process and how participants experience it. This model provides ways for practitioners and policymakers to label change process phenomena, to take positive action in facilitating change, and to predict effects. Chapters 1 and 2 provide an overview of CBAM and reviews literature on leadership for change. Chapters 3 and 4 concentrate on teacher perceptions of change and levels of innovation. Chapters 5, 6, and 7 discuss innovation configurations, incident interventions, and an intervention taxonomy. Chapters 8 and 9 classify and review change facilitators. Finally, chapters 10 and 11 evaluate CBAM via a case study and consider additional theory, practice, and research. (JAM)
This insightful book examines questions such as: Why are some schools able to change while other schools cannot? Why are people challenged by change? What is the best way to measure change?
A documented volume about what is going on in the classroom - where traditional education is treated as an enemy.
Written by two educational psychologists, this essential aid shows how change can be managed to increase job satisfaction and avoid unnecessary stress and conflict. * offers practical advice for schools with action plans * outlines the ...
This book is for educators who believe that schools need to be improved and are hopeful that real change can be achieved.
In this book, veteran teacher, administrator, and consultant Jeffrey Benson provides educators with a proven, practical, and broadly applicable system for implementing new practices methodically and effectively.
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The New Meaning of Educational Change, Fifth Edition is your comprehensive textbook on all aspects of the management of educational change—a powerful resource for everyone involved in school reform. “In this Fifth Edition, Michael ...
Based on a proven process used by school districts for more than twenty-five years, offers a guide for administrators to help build consensus when parents, educators, and diverse groups in the community have differing views.
This text is based on case-study schools who have made, or are making, significant steps to improvement. The book analyzes and explains the changes which have been made to bring about improvement.
The quest for more effective schools has perhaps never been more challenging than it is today. Here, the authors consider and investigate that challenge from the cultural perspective.