Coverart for item
The Resource Accelerating Change in Schools : Leading Rapid, Successful, and Complex Change Initiatives

Accelerating Change in Schools : Leading Rapid, Successful, and Complex Change Initiatives

Label
Accelerating Change in Schools : Leading Rapid, Successful, and Complex Change Initiatives
Title
Accelerating Change in Schools
Title remainder
Leading Rapid, Successful, and Complex Change Initiatives
Creator
Contributor
Subject
Language
eng
Summary
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
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Advances in Educational Administration
Series volume
v.27
Accelerating Change in Schools : Leading Rapid, Successful, and Complex Change Initiatives
Label
Accelerating Change in Schools : Leading Rapid, Successful, and Complex Change Initiatives
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4756874
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Related Items
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 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 -- 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 -- 3.1. Guiding Assumption 2: Partisanship Can Influence Policy -- 3.2. 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 -- 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development
  • 3.3.3. 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 -- 5.2. Social Cognitive Theory -- 5.2.1. 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 -- 6.4.5. Common Drivers of Change -- 6.5. Conceptualizing Rapid Change - Distilling the Common Elements -- 6.6. Leader Self-Reflection (Metacognition) and Self-Evaluation -- 6.6.1. Personal Reflection Time -- 6.6.2. Awareness of the Types of Change -- 6.6.3. Reflecting on Leadership and Change Experience -- 6.6.4. Awareness of Intrapersonal and Interpersonal Skills -- 6.6.4.1. Intrapersonal Skills -- 6.6.4.2. Interpersonal Skills -- 6.6.5. Recognition of Personal Support Systems -- 6.6.6. Consideration of Task Force -- 6.7. Visioning -- 6.7.1. From a Seed to a Shared Vision -- 6.8. Engaging the Rapid Change Process - Enacting Rapid Change Accelerators -- 6.8.1. Develop a Preplan - Order and Priority
  • 6.8.2. Informed Change Efforts - Using Evidence -- 6.8.3. Strike a Task Force -- 6.8.4. Communication -- 6.8.5. Dealing with Resistance and Building Capacity -- 6.9. Rapid Change Accelerators -- 6.10. Monitor and Evaluate the Change -- 6.10.1. Knowledge Mobilization -- 6.10.2. Recognition of a New Language and Culture -- 6.11. Sustainability -- 6.12. Considerations of Sustainability -- 6.12.1. Evidence and Feedback -- 6.12.2. Infrastructure and Processes -- 6.12.3. Resources -- 6.12.4. Leadership -- 6.12.5. Visionaries -- 6.12.6. Professional Development -- 6.13. Summary -- Section II - Rapid Change: Success Stories from Educational Leaders -- Chapter 7 The Head and Heart of Change: Leaders' Advice about Change -- 7.1. Introduction -- 7.2. Students as the Driving Motivation for Change -- 7.2.1. How Do Leaders Think through the Decision for Change? -- 7.3. Recognizing the Types of Change -- 7.4. Leaders' Personal Reflection -- 7.4.1. Space and Time for Reflection -- 7.4.2. Reflection through Emotion -- 7.4.3. Reflection and Consultation -- 7.4.4. Leaders' Resilience and Sources of Strength - What About Me? -- 7.4.5. Evaluating Leadership Skills, Strengths and Weaknesses, and Experiences -- 7.4.5.1. Intrapersonal Skills -- 7.4.5.2. Interpersonal Skills -- 7.4.5.3. Recognizing Personal Strengths -- 7.4.5.4. Recognizing Personal Weaknesses -- 7.4.5.5. Prior Experience with Leading Change -- 7.5. Sharing the Vision for Change -- 7.6. Pre-Planning - Now What? -- 7.6.1. First Things First - What Do I Do First? -- 7.6.1.1. Collecting Data -- 7.6.1.2. The Task Force -- 7.6.1.3. Developing a Communication Plan -- 7.6.1.4. Provide Support for Staff -- 7.7. Sustainability -- 7.8. Summary -- Chapter 8 Leaders' Success Stories of Culture (People) Change -- 8.1. Types of Change -- 8.2. Cases of Culture Change
  • 8.3. Case 1: Culture Change in a Remote Rural High School - The Legacy of a Tragedy -- 8.3.1. Considering the Case -- 8.4. Case 2: The Fine Arts Program (A Culture Change in Disguise) -- 8.4.1. Considering the Case -- 8.5. Leading Culture Change - What to Consider? -- 8.5.1. People First! - The Right Attitude -- 8.5.1.1. Community Engagement -- 8.5.1.2. Create Cultures of Trust - Through Patience and Respect -- 8.5.2. Readiness and Mind-Set -- 8.5.3. Leading by Example - Demonstrating Commitment to the Change through Leader Involvement -- 8.6. Dealing with Resistance and Conflict -- 8.6.1. Working with Naysayers -- 8.6.2. Resistance, Confusion, or Fear of Inadequacy -- 8.7. Dealing with Emotion -- 8.7.1. Drawing on Personal Strength during Conflict -- 8.7.2. A Time to Move On -- 8.8. Summary -- Chapter 9 Leaders' Success Stories of Program Change -- 9.1. Case 3: Literacy and Writing Program -- 9.1.1. Considering the Case -- 9.2. Leading Program Change - What to Consider? -- 9.2.1. Don't Expect the Stars to Align -- 9.2.2. Never Be Content with the Status Quo -- 9.2.3. Take the Risk to Do Things Differently -- 9.2.4. Expect the Unexpected -- 9.2.5. Realistic Expectations -- 9.2.6. The Benefits of Reflective Leadership -- 9.2.7. There Will Never Be Enough Money -- 9.2.8. Staff Turnover -- 9.2.9. Be a Good Listener but Be Discerning -- 9.2.10. Building Capacity -- 9.3. Summary -- Chapter 10 Stakeholders Are Important Too! -- 10.1. Teachers Are Pivotal Stakeholders -- 10.1.1. Teachers' Philosophy of Teaching and Change -- 10.2. Case 4: An Aboriginal Teacher's Philosophy - Teacher as Change Agent -- 10.2.1. Considering Her Philosophy -- 10.2.2. Teachers' Perspectives about Change -- 10.2.2.1. Teachers' Perceptions of Their Leaders -- 10.2.3. Change Is Complex, Difficult, and Challenging but Worth It! -- 10.2.4. Teachers Reactions to Fast-Paced Change
  • 10.2.5. Resiliency -- 10.2.6. Outcomes of Change -- 10.2.7. Sustainability -- 10.3. Lesson Leaders Can Learn from Teachers' Perspectives -- 10.4. Students' Perspectives about Change -- 10.5. Case 5: Support of Students with Special Needs -- 10.5.1. Considering the Case -- 10.5.2. Student Awareness of the Need for Change -- 10.5.3. Students Liked Fast-Paced Change -- 10.5.4. Leadership Influences on Students -- 10.5.5. Students' Perceptions of Enhanced Student Voice -- 10.6. Lesson Leaders Can Learn from Students' Perspectives -- 10.7. Parents and Community Members Are Important Too! -- 10.8. Case 6: Influencing Pervasive Absenteeism through a Culture Change in a Large Urban Senior High School -- 10.8.1. Considering the Case -- 10.8.2. Parents' Receptivity to School Change -- 10.8.3. Effective Communication Is Imperative for Positive Educator-Parent Relationships -- 10.8.4. Leaders' Presence that Sets the Tone for the School -- 10.8.5. Relationships -- 10.8.6. Effective Leaders Take (Fast) Action -- 10.9. Lesson Leaders Can Learn from Parents' Perspectives -- 10.10. Summary -- Chapter 11 Context Is Interesting and Important -- 11.1. Context and Change Considerations -- 11.1.1. Gaining Insights about the Nuances of Context -- 11.2. Context - Demographic Factors within the School or Community -- 11.3. Case 7: Change in a Reserve High School - Leading with Love and Professionalism -- 11.3.1. Considering the Case -- 11.3.2. Parents and Communities -- 11.3.2.1. Parental Education Background -- 11.3.2.2. Parents and Diversity -- 11.3.2.3. Socioeconomic Status of the Community -- 11.4. Context - The Size of the School -- 11.5. Case 8: Changing the Culture and Stopping the Decline in Academic Performance in a Large Urban High School -- 11.5.1. Considering the Case -- 11.6. Context - The Site of the School -- 11.6.1. Rural and Urban Contexts
  • 11.6.2. Relationships and Rural Communities
http://library.link/vocab/cover_art
https://contentcafe2.btol.com/ContentCafe/Jacket.aspx?Return=1&Type=S&Value=9781787143081&userID=ebsco-test&password=ebsco-test
Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4415008'}
Extent
1 online resource (281 pages)
Form of item
online
Isbn
9781787143081
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

Library Locations

    • Folsom LibraryBorrow it
      110 8th St, Troy, NY, 12180, US
      42.729766 -73.682577
Processing Feedback ...