Description
This text, the second in a two-volume set examining the process of educational reform, describes case studies on the change process of education, as it impacts on the individual at work.; The authors provide interesting comparisons of similar changes occuring within education in different national settings, including Australia, New Zealand, Israel, the USA and the UK. The case studies are based on three themes: systematic change; the transition from policy to practice; and curriculum contexts. The effects of governmental control over the curriculum and attempts to reform education by legislation are explained and the similarities are seen as marginalisation of professional educators, corporatisation of education systems, instrumentalisation of curriculum and the inability of those in power to draw from past knowledge on educational change.; Written to stand alone, this book can also be read in conjunction with volume 1, "International Perspectives on Educational Reform and Policy Implementation", which examines the historical, social and economic influences on education policy reform. The authors argue that change takes a predictable format and, once understood, can be directed and managed. The books are intended to be of interest to all involved in the planning and implementation of change, together pointing the way to effective management of such change processes.
Table of Contents
Section I Systemic Change: Devolution of School Governance in an Australian State School System: Third Time Lucky?, Max Angus, Australia; Radical Legislated School Reform in the United States: An Examination of Chicago and Kentucky, Betty E. Steffy and Fenwick W. English, USA; Texas Educational Reform: Why? Why Not? and So What?, Sandra Neubert, USA; The Shift to School-based Management in New Zealand - The School View, Cathy Wylie, New Zealand. Section II From Policy to Practice: Educational Reform in Israel: An Example of Synergy in Education, Miriam Ben-Peretz, Israel; Evolution of Intentions: From State Policy Development to Teacher Implementation, Jim Lowham, USA; Principal Influences on National Policy Implemetation in Selected Australian and New Zealand Catholic Schools, Patricia Walsh and David Carter, Australia. Section III Curriculum Contexts: Culture and Economic Change: The New Zealand School Curriculum, Roger Peddie, New Zealand; Shifting Negotiations: A Case Study Of Lower Secondary School English Syllabuses in Western Australia, Marnie O'Neill, Australia; Teachers' Early Experiences of the Implementation of the British National Curriculum, Neville Bennett and Clive Carre, UK.
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