Outcomes Focused Education » książka
Outcomes Focused Education
ISBN-13: 9783838365022 / Angielski / Miękka / 2010 / 132 str.
A move towards an outcomes focused approach to education is a reform that has influenced many countries, including Australia. Under this approach there has been a marked shift in the devolution of decision making being placed on principals and teachers. It would be naive to think that the implementation of this approach would not be unproblematic. This book explores how one primary school has implemented an outcomes approach within the context of large-scale jurisdictional change. The study identifies a variety of key factors as having a significant impact on the level of success achieved. The change management model used by the school is identified and several areas of weakness revealed. The study raises critical questions about the effectiveness of the model used by the school and questions the potential for this model to be used successfully in other schools implementing similar pedagogical change. It is anticipated that principals responsible for the development of a whole school approach to implementation and teachers who are responsible for implementation at the coalface, will find this book particularly informative."
A move towards an outcomes focused approach to education is a reform that has influenced many countries, including Australia. Under this approach there has been a marked shift in the devolution of decision making being placed on principals and teachers. It would be naïve to think that the implementation of this approach would not be unproblematic. This book explores how one primary school has implemented an outcomes approach within the context of large-scale jurisdictional change. The study identifies a variety of key factors as having a significant impact on the level of success achieved. The change management model used by the school is identified and several areas of weakness revealed. The study raises critical questions about the effectiveness of the model used by the school and questions the potential for this model to be used successfully in other schools implementing similar pedagogical change. It is anticipated that principals responsible for the development of a whole school approach to implementation and teachers who are responsible for implementation at the coalface, will find this book particularly informative.
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