High School Change: A Reflective Essay on Three Decades of Frustration, Struggle and Progress

Autor/in	Hargreaves, Andy
Titel	High School Change: A Reflective Essay on Three Decades of Frustration, Struggle and Progress
Quelle	In: Journal of Educational Administration, 60 (2022) 3, S.245-261 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hargreaves, Andy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-01-2022-0013
Schlagwörter	Educational Change; Transformative Learning; High School Students; Pandemics; COVID-19; Communities of Practice; Educational Innovation; Systems Approach; Futures (of Society); Home Schooling; Educational Improvement; Rural Schools; Urban Schools; Foreign Countries; Cross Cultural Studies; School Restructuring; Canada; New York + Suchen Sie Ihr Suchwort? Bildungsreform; Pädagogische Transformation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Community; Instructional innovation; Bildungsinnovation; Systemischer Ansatz; Future; Society; Zukunft; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Teaching improvement; Unterrichtsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Ausland; Cultural comparison; Kulturvergleich; Schulreformplan; Schulumwandlung; Kanada
Abstract	Purpose: The purpose of this essay is to honor, position and reflect on key themes related to high school reform within the careerlong scholarship of Karen Seashore Louis. It is presented in relation to my own and others' key studies and book-length arguments regarding educational change, knowledge utilization, professional communities and innovation, over the past 30 years and up to the present time. Design/methodology/approach: The article examines and interprets major works by Karen Seashore Louis and other educational change theorists that address repeated systemic failures, and episodic outlier efforts, at transformational change in high schools. Findings: High school change has only failed if it is judged by the overarching criterion of system-wide transformation. Fair assessments of high school change must also examine accumulated incremental innovations. In light of the need for transformational aspirations in schools to mesh with transformational directions in society, the global pandemic and its aftermath may provide five key opportunities for long-awaited transformation. Originality/value: There are different levels and degrees of innovation. Incremental innovation is as important as wholesale transformation. The growing number of networked outliers of innovation raises questions about the false equation of whole system change with bureaucratic state reform. Although the influential literature on whole system change is rooted in a small number of English-speaking countries, transformational change on a system-wide basis already exists in Northern Europe and parts of the Global South. Last, the pandemic and other major disruptions to the global social order have produced conditions that are highly favorable to transformational change in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01