Drawing on his current research with teachers at all levels, Hargreaves shows through their own vivid words what teaching is really like, how it is already changing, and why. He argues that the structures and cultures of teaching need to change even more if teachers are not to be trapped by guilt, pressed by time and overburdened by decisions imposed upon them. Provocative yet practical, this book is written for teachers and those who work with teachers, and for researchers who want to understand teaching better in the postmodern age.

Changing Teachers: Teachers' Work and Culture in the Postmodern Age (Teacher Development)

Education & Teaching

Hargreaves, Andy

Schools & Teaching

UNKNO

Understanding Teacher Development

This collection of interpretations of teacher development begins from a humanistic and critical starting point. It is humanistic in that its prime purpose is to understand teacher development, not to prescribe ways of managing it. It is critical in that it raises questions about the ways our educational systems hinder the development of teachers deskilling, deprofessionalizing and disempowering them. Chapters cover several ways in which it may be facilitated. It is aimed at teachers, trainee teachers and teacher trainers. The contributors are: Philip Jackson (University of Chicago), William R. Louden (Ministry of Education, Western Australia), Christopher Clark (University of Michigan), Antoinette Oberg (University of Victoria, Canada), Susan Underwood (University of Victoria, Canada), Dennis Thiessen (University of Toronto), Ivor Goodson (University of Western Ontario), Michael Huberman (University of Geneva, Switzerland), Michael Apple (University of Wisconsin, Madison), Susan Jungek (National College of Education), Heather-Jane Robertson (Canadian Teachers' Federation)

Teachers College Pr

'The rules of the world are changing. It is time for the rules of teaching and teachers' work to change with them' This is the challenge which Andy Hargreaves sets out in his book on teachers' work and culture in the postmodern world. Drawing on his current research with teachers at all levels, Hargreaves shows through their own vivid words what teaching is really like, how it is already changing, and why. He argues that the structures and cultures of teaching need to change even more if teachers are not to be trapped by guilt, pressed by time and overburdened by decisions imposed upon them. Provocative yet practical, this book is written for teachers and those who work with teachers, and for researchers who want to understand teaching better in the postmodern age.

Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age (School Development Series)

Continuum

Teaching in the Knowledge Society: Education in the Age of Insecurity (Professional Learning)

"A book of polemic and passion, which will challenge school leaders, teachers and policy-makers alike. Amid vivid invective and extensive research about the impoverishing effects of educational standardisation, there gleams Hargreaves' unwavering conviction that teaching is the key agent of change in the knowledge society. As governments search for reform strategies to match the challenges facing state school systems around the world, we need original thinkers like Hargreaves. He defines the space within which leadership must be exercised."- Heather Du Quesnay, Director and Chief Executive, National College of School Leadership."When it comes to the role of teachers in society no one leads the pack like Andy Hargreaves. Teaching in the Knowledge Society is brimming with original insights, cutting edge ideas from a cutting edge scholar. It pulls the reader in from the first paragraph, and never lets go. A delight to read from cover to cover." - Michael Fullan, University of Toronto.We live in a creative, dynamic knowledge society. How do we teach young people to work in it and prosper from it? How do we protect them against its frantic pace and runaway effects? In this major new book, Andy Hargreaves examines what is meant by the knowledge society, why it's important and what it means for teachers today. Knowledge societies need schools to become creative and caring learning communities, and this book shows inspiring examples of such schools. Yet the quest to create true knowledge society schools has been stalled by years of standardisation. The benefits of creative learning communities are most often offered to teachers of the affluent. Prescribed programs of teaching and learning are inflicted on the rest. This book shows how to break through this impasse and create the knowledge society schools for all that we really need. Hargreaves' major new commentary on the state of teaching today is theoretically original and strategically powerful. Rich in teachers' voices and rigorous research, it is essential reading for teachers and teacher educators, policy makers, leaders and researchers alike.

Open Univ Pr

We live in a creative, dynamic knowledge society. How do we teach young people to work in it and prosper from it? How do we protect them against its frantic pace and runaway effects? In this title, Andy Hargreaves examines what is meant by the knowledge society, why it's important and what it means for teachers today. Knowledge societies need schools to become creative and caring learning communities, and this book shows inspiring examples of such schools. Yet the quest to create true knowledge society schools has been stalled by years of standardization. The benefits of creative learning communities are most often offered to teachers of the affluent. Prescribed programs of teaching and learning are inflicted on the rest. This book shows how to break through this impasse and create the knowledge society schools for all that we really need. Hargreaves' commentary on the state of teaching today is theoretically original and strategically powerful. Rich in teachers' voices and rigorous research, it is useful reading for teachers and teacher educators, policy makers, leaders and researchers alike.

In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools. The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools. The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives. This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.

Effective Leadership for School Improvement (School Leadership)

Business & Money

Chapman, Christopher

Hadfield, Mark

Day, Christopher

Hopkins,David

Harris, Alma.

Management & Leadership

Routledge

Schools Performing Beyond Expectations

Why do some schools perform outstandingly well when others of the same size and serving the same kind of community do not? How do some schools sustain their record of exceeding expectations when others can only maintain it for short periods of time or under particular leaders? Can schools reverse a worrying record of decline with existing staff and leadership, or do they always need new brooms to sweep them clean? And how do you get performance that exceeds expectations not just in one or two exceptional schools but in entire groups of them within one community or local authority? This book draws upon the findings from a unique project – the Beyond Expectations Project - that explored how the best school districts/local authorities and school systems perform beyond expectations (PBE). It looks at the ways in which the highest performing schools, districts/local authorities and school systems achieve and sustain excellence, especially with challenging communities or after years of poor performance and decline. Based on rich data from over twenty education sites across three countries, and full of detailed case studies from Finland, Alberta, Ontario and Singapore – all with stellar records of student achievement on international test comparisons - the book illuminates and illustrates the key factors of success. Chapters cover: <ul>
<li>The PBE effect - what is known about exceptional performance and what are the common themes and ideas about PBE within education; </li> <li>PBE Systems - how systems become and remain high performing across an entire nation, state or province.</li> <li>PBE Districts - the strategies, approaches, techniques that districts and local authorities use to secure PBE. </li> <li>PBE Schools - how schools in different sectors and in different cultures achieve PBE and how this might inform and assist other schools. </li> <li>Leading PBE - what is known about the nature and approach to leadership in PBEs, in particular ‘inclusive and inspirational’ leadership. </li> </ul> A final chapter concludes the book by identifying action guidelines for developing and delivering PBE change that can assist other schools, districts and systems to think about how they might move towards PBE. This book will be of interest to school leaders, teacher, local authority and district officers, policy makers, system leaders and all those with an interest and involvement in securing high performance in schools and school systems.

Why do some schools perform outstandingly well when others of the same size and serving the same kind of community do not? How do some schools sustain their record of exceeding expectations when others can only maintain it for short periods of time or under particular leaders? Can schools reverse a worrying record of decline with existing staff and leadership, or do they always need new brooms to sweep them clean? And how do you get performance that exceeds expectations not just in one or two exceptional schools but in entire groups of them within one community or local authority?  This book draws upon the findings from a unique project – the Beyond Expectations Project - that explored how the best school districts/local authorities and school systems perform beyond expectations (PBE). It looks at the ways in which the highest performing schools, districts/local authorities and school systems achieve and sustain excellence, especially with challenging communities or after years of poor performance and decline.   Based on rich data from over twenty education sites across three countries, and full of detailed case studies from Finland, Alberta, Ontario and Singapore – all with stellar records of student achievement on international test comparisons - the book illuminates and illustrates the key factors of success. Chapters cover:    The PBE effect - what is known about exceptional performance and what are the common themes and ideas about PBE within education;    PBE Systems - how systems become and remain high performing across an entire nation, state or province.   PBE Districts - the strategies, approaches, techniques that districts and local authorities use to secure PBE.    PBE Schools - how schools in different sectors and in different cultures achieve PBE and how this might inform and assist other schools.    Leading PBE - what is known about the nature and approach to leadership in PBEs, in particular ‘inclusive and inspirational’ leadership.    A final chapter concludes the book by identifying action guidelines for developing and delivering PBE change that can assist other schools, districts and systems to think about how they might move towards PBE.  This book will be of interest to school leaders, teacher, local authority and district officers, policy makers, system leaders and all those with an interest and involvement in securing high performance in schools and school systems.

Schooling for Change (Teachers' Library)

Focusing on change and reform in secondary and elementary schools, this book explores the possibilities for better schooling for early adolescents.

Schooling for Change: Reinventing Education for Early Adolescents (Teachers' Library)

Ryan, Jim

Earl, Lorna

Curriculum and Assessment Reform

Ontario Institute for Studies in Education

See the best price to sell, buy, or rent books by Hargreaves, Andy. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Hargreaves, Andy

See the best price to sell, buy, or rent books by Hargreaves, Andy. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Changing Teachers: Teachers' Work and Culture in the Postmodern Age (Teacher Development)

Understanding Teacher Development

Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age (School Development Series)

Teaching in the Knowledge Society: Education in the Age of Insecurity (Professional Learning)

Teaching in the Knowledge Society: Education in the Age of Insecurity (Professional Learning)

Effective Leadership for School Improvement (School Leadership)

Schools Performing Beyond Expectations

Schools Performing Beyond Expectations

Schooling for Change: Reinventing Education for Early Adolescents (Teachers' Library)

Curriculum and Assessment Reform