Education : the captive profession : theory, practice and prospects for achieving improvements in educational outcomes

목차 (Table of Contents)

• CONTENTS
• Tables = xi
• Acknowledgements = xii
• 1 Introduction and overview = 1
• Organization of book = 12
• Section One : Problem Identification and the Flaws of Educational Reform = 17
• 2 Identification of education's problems : system-level = 19
• The educational mission = 19
• The current mission = 21
• The reasons for a diffuse mission profile = 25
• Organization of education to achieve its mission = 29
• Summary = 32
• 3 Problem identification in elementary and secondary schools : mission, organization, administration and personnel = 33
• Elementary school mission = 33
• Education's priority mission = 35
• Organization of elementary schools = 36
• Elementary school administration = 39
• Personnel preparation = 40
• Summary of elementary school performance = 44
• Secondary schools = 45
• Personnel preparation = 52
• Summary = 57
• 4 Problem identification in teacher education = 59
• The context = 60
• Generic problem identification = 61
• The university culture = 63
• The resource situation = 68
• Teacher education program quality = 70
• Lack of program purpose = 71
• Lack of coordinated program objectives = 72
• Lack of appropriate curriculum and content = 73
• Lack of an appropriate program development structure = 74
• Lack of an adequately prepared faculty = 76
• Summary = 77
• 5 The flaws of educational reform = 79
• Educational reform at the national level = 83
• Outcomes of the nationalization movements = 88
• Closing the gap between policy and practice = 90
• Accommodating variability = 90
• Learning the function of rules = 91
• Learning to create effective organization = 91
• Mission = 93
• School organization = 94
• Administrative practices = 95
• Resource allocations = 96
• Conclusions = 97
• Flaws of reform recommendations = 97
• Probability of achieving reform goals = 104
• Summary = 107
• Section Two : System Theory, Educational Change and Educational Development = 111
• 6 Systems theory and education = 113
• Social systems = 115
• The principle of entropy = 117
• The principle of equifinality = 117
• The principle of control = 118
• Complex adaptive systems = 119
• Education as a system = 122
• Education and entropy = 125
• Education and equifinality = 125
• Education and the principle of control = 126
• Innovative systems = 129
• Summary = 132
• Introduction to change = 135
• Summary = 150
• 8 Overview of educational change = 151
• Deficit- and improvement-based change = 151
• Agents and variables involved in change = 151
• Internal and external participants = 152
• Formal and informal structures = 153
• Classification by role and relationship = 154
• Inhibitors of change = 155
• Educational change process variables = 161
• Sources of change = 163
• Planning and executing change-models of change = 164
• Strategy considerations = 166
• Characteristics of rsisters and innovators = 169
• Evaluation of educational change efforts = 173
• Factors affecting implementation and continuation = 173
• Why planning fails = 177
• Implications for educational change efforts = 178
• Power and educational change = 179
• Analysis of change effort = 180
• Dimensions of the innovation = 180
• Project characteristics = 181
• Summary = 181
• 9 Toward a framework for a continuing educational improvement process = 183
• Educational reform versus educational development = 186
• Toward an educational improvement process = 194
• Features of a continuing educational development process = 194
• Component 1 : a paradigm shift = 194
• Component 2 : system interactions and shared responsibility = 195
• Component 3 : transformation of educational system elements = 198
• Component 4 : key features of an educational improvement process = 198
• Mission and acceptance of variability = 199
• Respect for variability = 200
• A shared authority and responsibility = 201
• A system perspective = 201
• The political-socal-economic context(PSEC) = 202
• Program improvement plans = 204
• Summary = 204
• Section Three : Second-and Third-order Change = 207
• 10 Governance and coordination of public and teacher education : third order changes = 211
• Chapter overview = 211
• Rationale for third-order change = 213
• The context = 217
• Legal and legislative considerations = 220
• Governance considerations = 223
• Common problems = 223
• Unique problems of governance = 227
• Considerations of attitude = 229
• Third-order changes = 232
• Summary = 233
• Conclusions = 238
• 11 A conceptual framework for second-order change of education, part one : mission and knowledge base = 239
• The conceptual framework = 239
• The educational mission = 243
• The knowledge base for cognitive development = 247
• Theory of multiple intelligences = 261
• Knowledge base for personal-social development = 262
• The criteria for success = 264
• Summary = 266
• 12 A conceptual framework for education, part two : organization, program design, and resource allocation = 267
• System-level changes = 268
• Re-design of elementary schools = 276
• Administration of elementary schools = 278
• Re-design of secondary schools = 279
• Academic program design = 283
• Allocation of resources = 287
• Summary = 289
• 13 Teacher preparation programs : second-order changes = 291
• Recommendations concerning teacher education faculty = 291
• Mission of teacher education programs = 294
• Program structure = 294
• Elementary education = 299
• Required structural changes in elementary education programs = 306
• Required changes in secondary education programs = 307
• Required changes in other teacher education programs = 309
• Summary = 310
• 14 Preparation of educational administrators : second-order changes = 313
• The problems of educational administration = 313
• Proposed changes = 321
• 15 Support-service practices and preparation programs : second-order changes = 325
• Problems of practice : guidance personnel, school psychologists, and school social workers = 326
• Proposed changes = 336
• Educational support personnel = 338
• Preparation program changes : guidance, school psychological, and school social worker personnel = 339
• Media personnel = 342
• Curriculum specialist advisors = 343
• Summary = 344
• 16 Prospects and processes for achieving second-and third-order changes = 347
• The prospects for achieving second-order changes = 374
• Dimensions of change = 351
• Types of change = 353
• Summary of dimensions and types of change = 355
• A framework for change expectation = 355
• Perspectives of the change process = 356
• Factors involved in change = 357
• The types of change = 359
• Summary of change as a process = 361
• Barriers to change = 361
• Summary of barriers to change = 362
• Policy goals, implementation strategies, and the change process = 362
• Summary = 365
• A process for achieving second-and third-order changes = 365
• Principles of system operation and educational change = 366
• The time perspective = 368
• The visibility of the change process = 370
• Summary = 370
• The mission priorities = 370
• The need for and role of coordination = 371
• Third-order changes = 372
• Mechanisms for implementing second-order change = 372
• Overcoming barriers = 374
• The phases of change = 375
• Chapter summary = 375
• Appendix = 377
• Bibliography = 387