Organizing for School Change

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Improving education is a key priority for governments around the world. While many suggestions on how best to achieve this are currently under debate, years of academic research have already revealed more about how to encourage change than is sometimes assumed. This volume brings together for the first time some of the most significant work of Karen Seashore Louis, one of the foremost thinkers and researchers in the field. Organizing for School Change presents a unique variety of research-based results from studies conducted over the past twenty-five years. What emerges is not an idealisticplan, but a realistic picture of what needs to be done if schools are to be made better. Drawing on a wide and comprehensive list of sources, the ideas brought together in this collection will prove invaluable and insightful reading, stimulating both newcomers and veterans of the field to consider educational research in new ways.

Table of contents

Front Cover
Half Title
Title page
List of illustrations
List of tables
I The Process of Change and Innovation
Chapter 1 Knowledge Use and School Improvement
Chapter 2 Permanent Innovations: Theoretical and Administrative Issues in Institutionalizing Educational Change
Chapter 3 Planning Improvement Efforts
Chapter 4 Professional Cultures in Reforming Schools: Does the Myth of Sisyphus Apply?
Chapter 5 Beyond “Managed Change”: Rethinking How Schools Improve
Chapter 6 Organizational Learning and High-performance Learning Communities
II Teachers in Changing Schools
Chapter 7 Cultivating Teacher Engagement: Breaking the Iron Law of Social Class
Chapter 8 The Effects of Teacher Quahty of Work Life on Commitment and Sense of Efficacy
Chapter 9 Does Professional Community Affect the Classroom? Teachers’ Work and Student Experiences in Restructuring Schools
Chapter 10 Teacher Teaming and High-school Reform
III Organizational Perspectives on Innovation and Change
Chapter 11 Adoption Revisited: Decision-making and School District Policy
Chapter 12 Creating Community in Reform: Images of Organizational Learning in Inner-city Schools
Chapter 13 A Culture Framework for Education: Defining Quality Values and their Impact
Chapter 14 The Impact of Mental Models, Professional Community, and Interdisciplinary Teaming on Classroom Practice
IV Educational Knowledge in Action
Chapter 15 Policy Research in a Policy Vacuum
Chapter 16 Improving Urban and Disadvantaged Schools: Dissemination and Utilization Perspectives
Chapter 17 Reconnecting Knowledge Utilization and School Improvement

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