Learning to Change: Teaching Beyond Subjects and Standards
The success of school reform measures greatly depends on the support and commitment of teachers. This book examines the realities of educational change from the frontline perspective of reform-minded teachers. It charts the perceptions and experiences of twenty-nine teachers in grades 7 and 8 from four school districts--showing how they grappled with such initiatives as integrated curriculum, common learning standards, and alternative modes of assessment.This book moves beyond the bandwagons of rhetorical change and examines how these changes work in practice for better and for worse. Authors Andy Hargreaves and Lorna Earl focus on how reform proposals have brought new complexities to teaching practice and why major investments of time and support are required if teaching innovations are to become lasting and effective. Most importantly, they highlight the intense emotional demands that school change imposes on teachers, and they outline practical strategies for helping teachers through the difficult transition process--thus ensuring that worthwhile reforms flourish and endure.
"Many teachers will read (this book) and feel vindicated, or at least relieved, that someone has finally confirmed what they have been saying about education reforms." (Professionally Speaking Magazine, 6/01) "This book will interest those concerned with examining the process of change at the classroom level... Hargreaves and his colleagues argue persuasively for placing the practical, emotional, and intellectual needs of teachers front and center the school reform efforts." (American School Board Journal, 8/01) "..this one is a must..." (Times Educational Supplement, 31 August 2001)
ANDY HARGREAVES is professor of education in the Department of Theory and Policy Studies and codirector of the International Centre for Educational Change at the Ontario Institute for Studies in Education at the University of Toronto. LORNA EARL is associate professor in the Department of Theory and Policy Studies and codirector of the International Centre for Educational Change at the Ontario Institute for Studies in Education at the University of Toronto. SHAWN MOORE is a senior research officer at the Ontario Institute for Studies in Education at the University of Toronto. He also works in the International Centre for Educational Change. SUSAN MANNING Susan Manning is a project manager in Student and Community Services for the Toronto District School Board. She is a former research manager for the Scarborough Board of Education.
Introduction: The New Educational Orthodoxy. THE SUBSTANCE OF CHANGE. Standards and Outcomes. Classroom Assessment. Curriculum Integration. THE PROCESS OF CHANGE. The Intellectual Work of Change. The Emotional Work of Change. Supporting and Sustaining Change. Conclusion: Learning to Change.