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By Ann Lieberman (Ed.), Ann Lieberman
Advent. Preface. advent: the expansion of academic swap as a box learn: realizing its Roots and Branches. I. The Roots. international struggle II and faculties. discovering Keys to college swap: A 40-Year Odyssey. Listening and studying From the sector: stories of coverage Implementation and positioned perform. The very important Hours: Reflecting on examine on faculties and their results. one of those academic Idealism: Integrating Realism and Reform. School-Based Curriculum improvement. Unfinished paintings: Reflections on Schoolteacher. Seduced and deserted: a few Lasting Conclusions approximately deliberate switch from the Cambire institution learn. Ecological photographs of switch: Limits and chances. 3 views on tuition Reform. The that means of academic switch: 1 / 4 of a Century of studying. II. increasing the discussion. styles of Curriculum swap. switch and culture in schooling: The lack of neighborhood. academic Reform, Modernity and Pragmatism
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The results appeared in Miles, Sullivan, Gold, Taylor, Sieber, & Wilder, 1978; Miles, 1980a; and Gold & Miles, 1981. In brief, we learned that good new schools can be created, but that the task is very demanding, more complex than expected, and requires assistance and political protection. There's plenty of slippage between dreams and the actually-emerging social system of the school. What are the key variables in a social-architectural strategy? I'll single out a couple. First, the idea of expanded legitimacy for planning and action.
My illustrations are at the interpersonal and group level; as we'll see shortly, self-analytic behavior in schools as organizations is also key. Change strategies weak in process analysis are quite likely to fail; given a new group and a demanding task, sustained and skillful process analysis is critical for success (see, for example, the case studies of restructuring by Lieberman, DarlingHammond, & Zuckerman, 1991). Process analysis is also central in coaching, hands-on training, technical assistance and consultation.
Figure 6; Planning/implementation outputs in the creation of new schools. Finding Keys to School Change 39 (and a supporting culture) well-linked to the goals, philosophy and vision for the school, with a congruent plan for "peopling" the school - a design that was actualizable. Good design work turned out to be far more complex than the groups we studied had ever dreamed of, not to mention far more politically sensitive as well: a principal who boasted that he "could run an exemplary school in an outhouse if necessary" found himself out of a job, with parents fighting the staff over walling up open space classrooms (Gold & Miles, 1981).