Introduction. Preface. Introduction: The Growth of Educational Change as a Field Study: Understanding its Roots and Branches. I. The Roots. World War II and Schools. Finding Keys to School Change: A 40-Year Odyssey. Listening and Learning From the Field: Tales of Policy Implementation and Situated Practice. The Vital Hours: Reflecting on Research on Schools and their Effects. A Kind of Educational Idealism: Integrating Realism and Reform. School-Based Curriculum Development. Unfinished Work: Reflections on Schoolteacher. Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study. Ecological Images of Change: Limits and Possibilities. Three Perspectives on School Reform. The Meaning of Educational Change: A Quarter of a Century of Learning. II. Expanding the Dialogue. Patterns of Curriculum Change. Change and Tradition in Education: The Loss of Community. Educational Reform, Modernity and Pragmatism.
The purpose of this first volume of the International Handbook of Educational Change is to delineate the roots of a movement toward educational change that grew up in - and grew out of - the turbulent political, social, economic and cultural life of the post-World War II years. Its authors, who helped to create and shape the field, examine their work from current perspectives, raising issues that illustrate the connections between the recent history of education in general, and the field of educational change in particular. The book deals with a range of issues, from the effects of the GI Bill to the effects of school environment on student learning, from the political realities of educational policy to social realities of teachers. Like subsequent volumes, this book brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world.