Managing Complex Change in School
Engaging pedagogy, technology, learning and leadership
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Evaluation, Leadership, Educational Reform
| Author: | Alejandro Salcedo Garcia, Keith Morrison, Ah Chung Tsoi, Jinming He | ISBN: | 9781317803720 |
| Publisher: | Taylor and Francis | Publication: | June 5, 2014 |
| Imprint: | Routledge | Language: | English |
| Author: | Alejandro Salcedo Garcia, Keith Morrison, Ah Chung Tsoi, Jinming He |
| ISBN: | 9781317803720 |
| Publisher: | Taylor and Francis |
| Publication: | June 5, 2014 |
| Imprint: | Routledge |
| Language: | English |
Leading and managing change in schools is a complex topic. In this timely book the authors take the reader through a journey of how to lead and manage multidimensional change in order to create engaged learners, teachers, leaders and managers. They provide a readable and straightforward account of a major, high-profile innovation in one school and draw from it key lessons for leaders and managers of change in schools.
Managing Complex Change in School synthesizes a wealth of literature and research on managing change, and shows how the emerging field of complexity theory can inform the effective management of multidimensional change.
Arising from an in-depth, mixed methods evaluation of the key school, this book is practice-focused and is an invaluable companion for practitioners handling positive change in schools.
Leading and managing change in schools is a complex topic. In this timely book the authors take the reader through a journey of how to lead and manage multidimensional change in order to create engaged learners, teachers, leaders and managers. They provide a readable and straightforward account of a major, high-profile innovation in one school and draw from it key lessons for leaders and managers of change in schools.
Managing Complex Change in School synthesizes a wealth of literature and research on managing change, and shows how the emerging field of complexity theory can inform the effective management of multidimensional change.
Arising from an in-depth, mixed methods evaluation of the key school, this book is practice-focused and is an invaluable companion for practitioners handling positive change in schools.
