Improve Schools and Transform Education
In order for educational systems to change, we must reevaluate deep-seated beliefs about learning, teaching, schooling, and race that perpetuate inequitable opportunities and outcomes. Hatch, Corson, and Gerth van den Berg challenge the narrative when it comes to the ‘grammar of schooling’–or the conventional structures, practices, and beliefs that define educational experiences for so many children—to cast a new vision of what school could be.
The book addresses current systemic problems and solutions as it:
- Highlights global examples of successful school change
- Describes strategies that improve educational opportunities and performance
- Explores promising approaches in developing new learning opportunities
- Outlines conditions for supporting wide-scale educational improvement
This provocative book approaches education reform by highlighting what works, while also demonstrating what can be accomplished if we redefine conventional schools. We can make the schools we have more efficient, more effective, and more equitable, all while creating powerful opportunities to support all aspects of students’ development.
‘You won’t find a better book on system change in education than this one. We learn why schools don’t change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. Above all, The Education We Need renders complexity into clarity as the writing is so clear and compelling. A powerful read on a topic of utmost importance.’
~Michael Fullan, Professor Emeritus, OISE/Universtiy of Toronto
‘I cannot recommend this book highly enough – Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students.’
~Carol Campbell, Associate Professor, Ontario Institute for Studies in Education, University of Toronto
Daftar Isi
List of Figures
List of Programs
Preface
An Education in Schools
An Education in School Reform
Why This Book?
Acknowledgments
About the Authors
Introduction
School Improvement in (Norwegian) Perspective
Improving Schools and Transforming Education
Design and Organization
PART 1: WHY SHOULD SCHOOLS CHANGE?
Chapter 1: Increasing Access and Quality
What Has Improved in Schooling in the Developing World?
What Has Improved in Established Educational Systems?
Improvement Is Not Enough
The Bottom Line
Chapter 2: Establishing Equitable Learning Opportunities
Equity, Opportunity, and Education
The Vicious Cycle: Economic Inequality + Inequality of Educational Opportunity
Separate and Unequal
How Inequality Adds Up
The Bottom Line
Chapter 3: Learning With Purpose
What Are Schools For?
The Power of Unanticipated Learning
The Education We Need for a Future We Can’t Predict
The Bottom Line
Key Ideas From Part 1
PART 2: WHY DON’T SCHOOLS CHANGE?
Chapter 4: The “Grammar of Schooling” Always Pushes Back
The Possibilities of Incremental Improvement
The Challenges of Radical Change
What It Really Takes to Improve
Chapter 5: Beliefs Endure, but Times Change
“Real School” and “Real Learning”
Real Differences in Values
Turbulent Conditions
Improving in “Niches”
Key Ideas From Part 2
PART 3: HOW CAN SCHOOLS IMPROVE?
Chapter 6: From Common Concerns to High-Leverage Problems
Identifying Common Needs and Concerns
From Common Concerns to High-Leverage Problems
High-Leverage Problems and Foundational Skills
From High-Leverage Problems to Systemic Improvement
Looking for Leverage: Finding Productive Problems
Chapter 7: Solving Problems and Developing Micro-Innovations
Micro-Innovations for Teaching and Learning
Expanding the Power of Educators
Micro-Innovations Across the System
Micro-Innovations Beyond the Classroom
An Abundance of Needs and Possibilities
Key Ideas From Part 3
PART 4: HOW CAN EDUCATION CHANGE?
Chapter 8: The Conditions for Learning
Plugging Into Schools
Finding the Right Fit
Scaling Into School Systems
Chapter 9: From Possibilities to Practice
Building the Infrastructure for New Forms of Learning
Evolution and Expansion of the Infrastructure for Learning
Spandrels: Planning for Unpredictable Opportunities
Creating the Conditions for Improvement
Key Ideas From Part 4
PART 5: WHAT DOES IT TAKE TO CHANGE SCHOOL SYSTEMS?
Chapter 10: Capacity-Building
Investing in Expertise and Materials
Relationships and Social Networks
From “Best Practice” to Comprehensive Support
Chapter 11: Coherence and Common Understanding
What Does Curriculum “Renewal” in Finland Really Entail?
Coherence Inside and Outside Schools in Singapore
Beyond Alignment
Chapter 12: Collective Responsibility
Trust in Society
Accountability, Answerability, and Responsibility
Building the Capacity for Collective Responsibility
Improvement in a Norwegian Context
The Mechanisms That Can Support Education Into the Future
Key Ideas From Part 5
PART 6: CONCLUSION/REPRISE
Chapter 13: From Improvements to Movements
Pursue a Series of High-Leverage Problems
Develop New Approaches to Critical Challenges
Take Small Steps to Make Big Changes
Key Ideas for Creating the Education We Need
Condense Schooling and Increase Learning
Chapter 14: The Problems and Possibilities for Improvement in Every System
Improvement in Context
Steering Toward the Future
Between Nudges and Disruption
High-Leverage Leadership
References
Index
Tentang Penulis
Sarah Gerth van den Berg is a doctoral candidate at Teachers College, Columbia University. Her research explores the design and theory of curriculum involving nontraditional spaces, materials, and processes. She has published in the fields of curriculum studies, participatory arts-based practices, and out of school learning.
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