Education+Reform

=Education Reform=

Michael Fullan introduces the concept of Motion Leadership online video..... []

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Charles Leadbeater: Education innovation in the slums at this link

A good overview

A good example of why change fails

Book Dancing on a shifting carpet

Culture needs to change before reform works

Irish William Glasser School

Everyone can learn

Book on an Australian school that redesign its model for for 21st learning

McKinsley Report - How the world's top performing schools come out on top at this link

In K-12, it’s well recognized that we have a big chasm now between what students do in school and what they do outside of school. Outside of school, students find information, interact with friends, and engage with the world in ways that are very technology-centric. In schools, it looks very much like it did in the 1950s. This is not surprising, because large systems tend to be very inert, so the structural education systems are very inert. Our education systems are not structured to look for innovation, and there needs to be something that is pushing on these systems to get them to integrate innovative ideas. There are pockets of innovation in the K-12 sector, but they’re on the edges. John Seely Brown has talked about the edge influencing and re-shaping the core, and this is beginning to happen within education systems. [] In new markets utilizing new technologies, we can disaggregate and unbundle the commoditization of higher education, which has traditionally revolved around the intersection of the tutor (the teacher), the knowledge base (the content or other educational curriculum), and the assessment (the means to certify the knowledge that exists). Emerging models like the University of Phoenix, Kaplan, and other online groups have begun to challenge the incumbent system. We realize that many individuals can’t take the time to enroll in a four-year program at a university, or want to have flexible learning anywhere at any time. The system that we have now was structured for a good reason, it’s existed for a very good reason, and it’s been very resistant to change. When there’s pressure on these longstanding institutions, new organizations will pop up, and will begin to pull some of the education market their way because students realize they’re not being served as best as they could, or because they need more alternatives to a traditional degree, or because there’s more demand than there are spaces, allowing breathing room for alternatives to deal with the supply.

Mr. JACK JENNINGS (Center for Education Policy): And yet some people, including I think the Obama administration, have it in their head that eliminating schools and firing staff are the way you're going to bring about improvement. Well, the record doesn't show that. SANCHEZ: The evidence is so skimpy, Jenkins(ph) says, school makeovers now appear to be less about sustainable improvements and more about the billions of dollars in federal aid the Obama administration is offering to fix failing schools.

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Victoria's Northern Schol reform resources []

//Kirkpatrick and Kirkpatrick (2006) suggest that one of the conditions necessary for behavioural change is a motivation to change//.

The second condition is that the person needs to know what to do and how to do it (Kirkpatrick & Kirkpatrick 2006).

The third condition for behaviour change is that the person must work in the right climate (Kirkpatrick & Kirkpatrick 2006). This condition refers to the level of encouragement and support for change by the learner’s immediate supervisor and within the general workplace.

Kirkpatrick, DL & Kirkpatrick, JD 2006, // Evaluating training programs, // 3rd edn, Berrett-Koehler, San Francisco. —— 2007, // Implementing the four levels: a practical guide for effective evaluation of training programs //, Berrett-Koehler, San Francisco.