The Self-Transforming School

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Leadership, Educational Reform
Cover of the book The Self-Transforming School by Brian J. Caldwell, Jim M. Spinks, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Brian J. Caldwell, Jim M. Spinks ISBN: 9781135072094
Publisher: Taylor and Francis Publication: July 18, 2013
Imprint: Routledge Language: English
Author: Brian J. Caldwell, Jim M. Spinks
ISBN: 9781135072094
Publisher: Taylor and Francis
Publication: July 18, 2013
Imprint: Routledge
Language: English

The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks’ ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future.

The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn’t sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration:

-schools are often at different stages of self-transformation
-self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development
-funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available.

The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks’ ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future.

The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn’t sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration:

-schools are often at different stages of self-transformation
-self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development
-funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available.

The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy.

More books from Taylor and Francis

Cover of the book Sex Crime and the Media by Brian J. Caldwell, Jim M. Spinks
Cover of the book Building and Restoring Respectful Relationships in Schools by Brian J. Caldwell, Jim M. Spinks
Cover of the book The New Criminal Justice by Brian J. Caldwell, Jim M. Spinks
Cover of the book Harvesting External Innovation by Brian J. Caldwell, Jim M. Spinks
Cover of the book The Politics of Aristocratic Empires by Brian J. Caldwell, Jim M. Spinks
Cover of the book Migration, Work and Citizenship in the Enlarged European Union by Brian J. Caldwell, Jim M. Spinks
Cover of the book Daoism in Japan by Brian J. Caldwell, Jim M. Spinks
Cover of the book Creativity, Innovation, and Entrepreneurship by Brian J. Caldwell, Jim M. Spinks
Cover of the book An Introduction to Qualitative Research Synthesis by Brian J. Caldwell, Jim M. Spinks
Cover of the book Mitigating Land Degradation and Improving Livelihoods by Brian J. Caldwell, Jim M. Spinks
Cover of the book Respiratory Care by Brian J. Caldwell, Jim M. Spinks
Cover of the book Bodies Across Borders by Brian J. Caldwell, Jim M. Spinks
Cover of the book The UN International Criminal Tribunals by Brian J. Caldwell, Jim M. Spinks
Cover of the book Music of Latin America and the Caribbean by Brian J. Caldwell, Jim M. Spinks
Cover of the book Re-Thinking Mobility by Brian J. Caldwell, Jim M. Spinks
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy