Enduring Themes in Educational Change
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About this ebook
David A. Escobar Arcay
David A. Escobar Arcay earned his PhD at The Lynch School of Education at Boston College and a Master of Education at The Harvard University Graduate School of Education. He currently serves as Associate Professor of Leadership and Ethics at Nova Southeastern University Abraham S. Fischler College of Education.
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Enduring Themes in Educational Change - David A. Escobar Arcay
Enduring Themes in Educational Change
David A. Escobar Arcay
8685.pngEnduring Themes in Educational Change
Copyright © 2017 David A. Escobar Arcay. All rights reserved. Except for brief quotations in critical publications or reviews, no part of this book may be reproduced in any manner without prior written permission from the publisher. Write: Permissions, Wipf and Stock Publishers, 199 W. 8th Ave., Suite 3, Eugene, OR 97401.
Resource Publications
An Imprint of Wipf and Stock Publishers
199 W. 8th Ave., Suite 3
Eugene, OR 97401
www.wipfandstock.com
paperback isbn: 978–1-5326–0904-6
hardcover isbn: 978–1-5326–0906-0
ebook isbn: 978–1-5326–0905-3
Manufactured in the U.S.A. June 15, 2017
Table of Contents
Title Page
Overview
Chapter 1: Stakeholders
Chapter 2: Educational Process
Chapter 3: Dimensions
Chapter 4: Assumptions
Chapter 5: Moral Purpose
Chapter 6: Relationships
Chapter 7: Knowledge
Chapter 8: Sustainability
Chapter 9: Chaos/Complexity and Evolutionary Theories
Chapter 10: Systems
Chapter 11: Paradoxes
Chapter 12: Coherence
Chapter 13: Theory of Action
Summary
References
Overview
If you are a researcher, educator, or reformer, and are not fully aware of the speed and amount of educational change that is intended and tried in today’s public schools, then you will be fortunate and grateful to find many experts in the educational change process. However, you may find yourself bewildered by the voluminous publications (books and articles) and desire to have a quick read that will alert you to the core themes in the educational change literature. What if you can quickly learn the key operational concepts that undergird theories of educational change?
This book facilitates this learning by summarizing and describing some of the educational change themes that run throughout the works of Canadian scholar and theorist of educational change: Michael Fullan. It is important to note that this work does not constitute a biography (or intellectual biography for that matter) of said scholar. This work simply represents a personal reflection of various themes and a humble and modest attempt to provide professional educators an entry into the vast field of educational change. It is also important to note that this work is not a critical analysis of this scholar’s works, but merely an exercise that is descriptive in nature. This book selects and examines these themes from his sixteen published (authored and coauthored) books from 1982 to 2008. It is a fact that this text may have serious limitations because of the restricted scope in years (1982 to 2008) of texts selected and the unquestioned and increasing evidence that this scholar’s positions in some of these themes have developed significantly. The reader is reminded again that this work constitutes a basic and immediate entry way into the field of educational change. The reader is also challenged and invited to read and engage this scholar’s works after 2008 to trace, underscore and denote changes (both continuities and discontinuities) in the predominant themes listed in this text which will surely may highlight and illuminate some of my shortcomings and weaknesses for which I, as the sole author, take full responsibility. The themes described in the present text consist of stakeholders in education (students, teachers, principals, parents and community,