| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| About the Authors | |
| |
| |
| |
| The Crisis of Educational Change | |
| |
| |
| A Global Education Market | |
| |
| |
| Theories of Change in Action | |
| |
| |
| Three Ways of Change | |
| |
| |
| The Fourth Way Alternative | |
| |
| |
| Benchmarking or Bench-Pressing | |
| |
| |
| Cornerstones and Corner Stores | |
| |
| |
| The Organization of the Book | |
| |
| |
| |
| The Paradox of Innovation and Improvement | |
| |
| |
| The Irony of Innovation and Improvement | |
| |
| |
| The Tragedy of Educational Innovation | |
| |
| |
| Innovating and Improving Together | |
| |
| |
| The Second Way: Neither Improvement nor Innovation | |
| |
| |
| The Third Way: Improvement Without Innovation | |
| |
| |
| The Third Way Plus: Innovation Without Improvement | |
| |
| |
| Toward the Fourth Way: Innovation With Improvement | |
| |
| |
| |
| Finland: Professionalism, Participation, and Persistence | |
| |
| |
| Professional Capital | |
| |
| |
| Community and Society | |
| |
| |
| Conclusion | |
| |
| |
| |
| Singapore: Innovation, Communication, and Paradox | |
| |
| |
| |
| Teaching and Technology | |
| |
| |
| Paradoxes of High Performance | |
| |
| |
| Culture and Communication | |
| |
| |
| Conclusion | |
| |
| |
| |
| Alberta: Innovation With Improvement | |
| |
| |
| The Frontier of Change | |
| |
| |
| The Alberta Initiative for School Improvement | |
| |
| |
| Innovation With Improvement | |
| |
| |
| Conclusion | |
| |
| |
| |
| Ontario: Inclusion, Interaction, and Local Diversity | |
| |
| |
| |
| A Province in Perspective | |
| |
| |
| Ontario's Special Education Policy | |
| |
| |
| Theories of Change Substance | |
| |
| |
| Theories of Change Process | |
| |
| |
| Conclusion | |
| |
| |
| |
| England: Inspiration, Responsiveness, and Sustainability | |
| |
| |
| Decline and Recovery | |
| |
| |
| Leadership for Change | |
| |
| |
| Leadership Stability and Sustainability | |
| |
| |
| Conclusion | |
| |
| |
| Epilogue | |
| |
| |
| |
| California: Professional Organizing for Public Good | |
| |
| |
| The Origins and Theories of Educational Change in Action | |
| |
| |
| Results | |
| |
| |
| Explaining the Impact | |
| |
| |
| A Fourth Way Network in a Second Way System | |
| |
| |
| Conclusion | |
| |
| |
| |
| Pointers for Practice: The Global Fourth Way in Action | |
| |
| |
| The Six Pillars of Purpose | |
| |
| |
| The Five Principles of Professionalism | |
| |
| |
| The Four Catalysts of Coherence | |
| |
| |
| System Leaders | |
| |
| |
| School Leaders | |
| |
| |
| Global Fourth Way Teachers | |
| |
| |
| Toward the Global Fourth Way | |
| |
| |
| Endnotes | |
| |
| |
| Index | |