Changing classroom practice
Hargreaves, A., Lieberman, A., Fullan, M. and Hopkins, D. (eds.)
Second International Handbook of Educational Change.
(Springer International Handbooks of Education, 23).
Full text not available from this repository.
While a lot of research has focussed on schools in terms of their overall performance and the factors that influence this at the school level (such as leadership), all the evidence suggests that if we want to make a real difference to students we need to concentrate on classroom processes, and in particular on what teachers do. Change is clearly necessary here, traditional practices need to be reviewed in the light of both different required outcomes such as developing lifelong learning skills, and the emerging evidence from cognitive neuroscience.
In this chapter we will explore the best current evidence on what needs to change, concentrating in particular on the need for change to be evidence based rather than dependent on educational fads. In particular, we will explore innovative evidence-based approaches to introducing classroom change, such as small scale experimental work that will allow innovations to be introduced and tested within a school context and co-construction of interventions between researchers and practitioners
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