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008 140110s1998 ne | s |||| 0|eng d
020 |a9789401149440|9978-94-011-4944-0
024 7 |a10.1007/978-94-011-4944-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB2801-3095
072 7|aJNK|2bicssc
072 7|aEDU001000|2bisacsh
072 7|aJNK|2thema
082 04|a371.2|223
090 |aDK/11203
245 10|aInternational Handbook of Educational Change|h[electronic resource] :|bPart Two /|cedited by Andy Hargreaves, A. Lieberman, M. Fullan, D.W. Hopkins.
250 |a1st ed. 1998.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1998.
300 |aXV, 1367 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aSpringer International Handbooks of Education,|x2197-196X ;|v5
520 |aThe International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this book an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aSchool management and organization.
650 0|aSchool administration.
650 0|aEducation|xCurricula.
650 14|aOrganization and Leadership.
650 24|aCurriculum Studies.
700 1 |aHargreaves, Andy.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aLieberman, A.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aFullan, M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aHopkins, D.W.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792335344
776 08|iPrinted edition:|z9789401149457
776 08|iPrinted edition:|z9789401060745
830 0|aSpringer International Handbooks of Education,|x2197-196X ;|v5
856 40|uhttps://doi.org/10.1007/978-94-011-4944-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)