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Köp båda 2 för 500 kr"There are many reasons why Viviane Robinson is one of my favorite researchers in the field of educational leadership. Her depth of knowledge and understanding of school improvement makes her a stand out in the profession. Reduce Change to Increase Improvement is a book all leaders should read because it will help them understand what improvement looks like and how to avoid the pitfalls that too many leaders fall into."
"Viviane Robinson’s brilliant new masterpiece is provocatively entitled Reduce Change to Increase Improvement. It is a stunning achievement. Every sentence bristles with penetrating insights and practical recommendations in the hands of Robinson’s sparkling prose. The sections on engaging respectfully with teachers’ theories of action should be required reading for every school principal or superintendent. Best of all, this expertly crafted book is a pleasure to read and re-read. It will be cited frequently around the world for years to come."
“Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. “Reduce Change to Increase Improvement” is a treasure-trove of concrete information for educational leaders wanting to move away from the frequently-used, ineffective Bypass Theory leading to no change in student outcomes to the rarely-used, highly effective Engagement Theory that gets at the heart of leading school improvement. Robinson, always cautious about “change for change sake”, brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. She highlights that only by integrating new thinking into current classroom practice will reform be successful - AND only if built on a firm foundation of leaders and teachers rigorously examining shared beliefs and exposing tacitly-held disbeliefs about the capacity of all students to learn. All leaders need this concise, clearly-stated text to guide their intentional improvement practices."
"This is a ‘must read’ for anyone who is serious about achieving meaningful improvement and understanding more about the potential of engaging with theories of action. With her forensic eye for detail, Viviane Robinson unpicks why current practice is sustained and shows how deep and respectful coaching dialogue can produce mutual commitment and powerful professional learning. It’s ...
Viviane is a Distinguished Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand and Academic Director of its Centre for Educational Leadership. Her research identifying the impact of different types of leadership on student outcomes (Student- Centered Leadership) has been used to shape leadership policy and practice in Scandinavia, England, Singapore, Chile, Canada, Australia and New Zealand.
She has received numerous awards from national and international professional and academic organisations including the Australian Council for Educational Leaders, the New Zealand Secondary Principals Association and the US-based University Council on Educational Administration. In 2011, she was made a Fellow of the American Educational Research Association for sustained excellence in educational research. In 2016 the Royal Society of New Zealand awarded her the Mason Durie Medal for her international contributions to educational leadership research and practice. She currently leads a research and development programme on the leadership knowledge and skills involved in school improvement.
To learn more visit her website at www.education.auckland.ac.nz/vmj-robinson
List of Tables and FiguresPrefaceAcknowledgmentsAbout the Author1. Too Much Change, Not Enough Improvement Not All Change Is Desirable Distinguish Between Change and Improvement Improvement Means Positive Impact on Learners The Impact of Leadership on Student Outcomes Reflection and Action2. Understand the Challenge of Improvement Understand Theories of Action Espoused Theories of Action Versus Theories in Use Helping to Change Theories of Action Reflection and Action3. Two Approaches to Leading Improvement: Bypass and Engage The Limitations of the Bypass Approach The Bypass Approach: A National Initiative From Bypass to Engagement Reflection and Action4. The Four Phases of Theory Engagement Phase I. Agree on the Problem to Be Solved Phase II. Inquire Into the Relevant Theory of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and Action5. Learning How to Lead Improvement: Coaching That Engages Principals Excerpt 1: Engage Others' Thinking Excerpt 2: The Self-Referential Critique Excerpt 3: Bypass and Reframing Reflection and Action6. Learning How to Lead Improvement: Professional Learning That Engages Participants The Context Phase I. Agree on the Problem to Be Solved Phase II. Reveal the Relevant Theories of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and ActionAfterword by Stephen DinhamReferencesIndex