By Leoni Degenhardt
The function of academic leaders, particularly college leaders, has replaced noticeably as nations try to remodel their schooling platforms to organize youngsters to operate in present day global of swift technological and social swap, fiscal globalisation and elevated migration and mobility. Dancing on a transferring Carpet: Reinventing conventional education for the twenty first century argues that, for you to achieve this variation, there's an pressing want for brand new paradigms of education. This ebook deals useful recommendation on tips to lead to such leap forward swap from inside schools. Read more...
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Additional resources for Dancing on a shifting carpet : reinventing traditional schooling for the 21st century
Because these disconfirming data can cause anxiety and/or guilt, they need to be connected to goals and values important to the organisation. 3. There needs to be enough psychological safety for members to be able to see the possibility of solving the problem in acceptable ways, and thereby avoid denial, defensive reactions or ‘strategic myopia’. Schein’s three-step theory of change, which requires (i) the unfreezing of the status quo by creating the perceived need and the motivation to change, (ii) a cognitive restructuring by changing people’s patterns of thinking and of behaviour; and (iii) a refreezing, which involves reinforcing and institutionalising the changes in the culture, provided a dynamic framework and a meaningful language for change in the reinvention case described later in this book.
Radical new pedagogy The changes that took place in pedagogy at Loreto Normanhurst, the case study school, are designated as ‘radical new pedagogy’ – student-focused, highly relational and based on authentic curriculum and authentic assessment. It is 41 DANCING ON A SHIFtING CARPET underpinned by constructivist curriculum theory and by a constructivist approach to knowing, based on the belief that knowledge is socially constructed (Denzin & Lincoln, 2000). Radical new pedagogy therefore entails the use of interactive learning methods.
68). Thus, while the two interact, ‘changing school structures … are less the means by which school cultures change, and more the results of changes in the school culture’ (Sergiovanni, 1996, p. 2, italics in original). Changing structures then becomes a necessary scaffold to support cultural changes in order to avoid repeating the mistakes of the past (Isaacson & Bamburg, 1992). Banathy (1988) argued that school restructuring does not go far enough to achieve a holistic paradigm of schooling. He claimed that: Current reforms try to improve one or another part of the educational system without reference to the total system to which it belongs … What is needed is a broad sweep of comprehensive transformation: a metamorphosis … From the cocoon a butterfly should emerge.
Dancing on a shifting carpet : reinventing traditional schooling for the 21st century by Leoni Degenhardt