This book argues that much of what passes as contemporary educational reform in education is faulty and damaging. It argues that it is time for a ‘system recall’ and a need to look at what matters most in the pursuit of educational goals.
The book focuses on what we know about contemporary educational improvement, transformation, and change. It will provide insights into what strategies work, long term, to build the capacity for principled change at the school and system level.
The book will consider what leaders can do to secure principled school and system improvement which fully embraces diversity, equity, and equality. It will also dispel some myths about reform at scale and challenge some prevailing ideas about educational change that, it will be posited, are not helping many young people to reach their potential.
The main argument of the book is that too many school and system improvement initiatives have not paid sufficient attention to equity issues in their pursuit of ever higher achievement and that the net effect of large-scale, international assessments have been to distract policy makers in ways that have not always benefitted young people.
The book will use system examples to underpin and exemplify six core ways of re-botting the system and generating progress for all, It will highlight the implications for school and system leaders.
สารบัญ
Foreword by Adrian Piccoli
Foreword by Yong Zhao
Acknowledgments
About the Authors
Introduction
Chapter 1. Inequality and Inequity
Chapter 2. Excellence Over Equity?
Chapter 3. Hard Truths
Chapter 4. Leading for Equity
Chapter 5. Leading Parental and Community Engagement
Chapter 6. Leading Professional Collaboration
Chapter 7. Reflections and Alternatives
References
Index
เกี่ยวกับผู้แต่ง
Michelle S. Jones is Deputy Director at the Institute of Educational Leadership, UM, where she focuses upon academic development and internationalization. In 2008, she became a school effectiveness associate for the Welsh Government and subsequently a professional education adviser assisting teachers’ and principals’ professional learning in over 2, 000 schools. Dr Jones has also been working with government agencies in England, Russia, Australia, Singapore and Malaysia to contribute to the design and delivery of their professional learning programmes.
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