When Michael Fullan published the first edition of this seminal work in 1982, he revolutionized the theory and practice of education reform. Now, a quarter of a century later, his new fourth edition promises to be equally influential for radical reform in the 21st Century. Capturing the dilemmas and leading ideas for successful large-scale systemic reform, Fullan bases his text on practical and fundamental work with education systems in several countries. The New Meaning of Educational Change is your definitive compendium to all aspects of the management of educational change—a powerful resource for everyone involved in school reform.
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'A rigorous and lucid analysis ... a highly perceptive account.' - Times Educational Supplement
--This text refers to an alternate
Paperback
edition.
About the Author
Michael Fullan is Professor Emeritus at the Ontario Institute for studies in Education at the University of Toronto, and Special Adviser on Education to Dalton McGuinty, the Premier of Ontario. An expert in tri-level reform (school, district, state
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First Sentence
One person claims that schools are being bombarded by change; another observes that there is nothing new under the sun. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index
One person claims that schools are being bombarded by change; another observes that there is nothing new under the sun. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index
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1 of 1 people found the following review helpful
By Mingchu Luo
Format:Hardcover
The third edition of Fullen's book - "The New Meaning of Educational Change" came out to the readers in 2001 ten years after its second edition was published. Its contents have been greatly enriched and "'the meaning hypothesis' has become deeply confirmed." The "knowledge base" of change in this book is broadened and deepened by applying the advances of cognitive science and the chaos theory. Based upon this, the conclusion is made that "working on 'coherence' is the key to dealing with the nonlinear fragmented demands of overloaded reform agendas". A variety of most recent research about educational innovations by Cohen, Elmore, Fullan, Hargreaves, Hatch, Oakes and other researchers are integrated into different chapters and themes. Some newly verified thoughts of educational change are also presented in the new book. For instance, "one of the keys to successful changes is the improvement of relationships-precisely the focus of group development," "you can turn around an elementary school in about 3 years, a high school in 6 years, and a school district (depending on size) in about 8 years."
The new edition maintains the key structure and context of its former editions. Part one is concerned with understanding the overview of educational change. Part two are designed to look at change at the local level. Part three deals with educational change at the regional and national levels. The book remains its focuses on understanding both the small and big pictures of change and maintains the theme of rendering complexity understandable and amendable to productive action. The author's in-depth insights about the contradictory and paradoxical nature of change and his illustrative and practical ideas about the procedures of change still greatly contributes to the values of the book.
If you want to equip yourself with the important, resourceful, and up-dated theory, research and practices about "what" and "how" of educational change, the third edition is your necessity.
This book is a must-read for anyone interested in school change and reform. Fullan has provided a comprehensive overview as well as a host of unique ideas. This was not intended to be a casual read. It is a serious reference.
By alan
This is one extremely ponderous book to read. The author makes several well intentioned points, only to get bogged down in his own research and wordiness. Read it if you must....be sure you have lots of time to decipher it once you have!
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