Managing Change in Schools

• Foreword, Acknowledgements, Introduction, 1. Why change now?, 2. Evaluating your organisation, 3. Children learn - so can schools, 4. Visions and objectives, 5. Consultation and negotiation, 6. Policy development, objectives and INSET, 7. Successful in-service training, 8. Research and development, 9. Evaluating and monitoring change, 10. The human factor of change, 11. Surviving imposed change, Conclusion: Speculating about future change, Bibliography, Index

`I warmed to this book. It does appreciate the complexity of managing change in a people-oriented profession and.. their approach is both consistent and wlecome in its emphasis on the fact that our task is to promote change in a human `target' (our young people) and to do so largely through the medium of other people (our colleagues)...there is very considerable value in this book, and I like its philosophical stance. It should usefully reinforce or enlighten many of us in our talk as leading school-change agents.' - Headlines`..a very readable and practical book.' - Managing Schools Today`Managing Change in Schools is indeed a practical handbook, grounded in a selective application of a range of psychological theory, its ideas are straightforward and clearly expressed. It wears its theory lightly, and is accessible as well as provocative and encouraging. The authors draw on a store of research into schools as organisations and what makes them effective, never forgetting that they are made up of people.' - Educational Psychology in Practice