Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity

Educational Administration Quarterly

Volumn 42, Issue 1, 2006, Pages 3-41

  Hargreaves, Andy ^a   Goodson, Ivor ^b,c,d,e  

^a BOSTON COLLEGE   (United States)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^c UNIVERSITY OF BRIGHTON   (United Kingdom)

^d UPPSALA UNIVERSITY   (Sweden)

^e UNIVERSITY OF BARCELONA   (Spain)

Author keywords

Educational change; Secondary education; Standards based reform; Sustainability

Indexed keywords

EID: 33644982182     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X05277975     Document Type: Review

References (127)

1. Acker, S. (2000). Realities of teaching: Never a dull moment. London: Cassell.
2. Adler, P. (1974). Beyond cultural identity: Reflections on cultural and multicultural man. Topics in Culture and Learning, 2, 23-40.
3. Agar, M. (1996). Professional stranger: An informal introduction to ethnography (2nd ed.). San Diego, CA: Academic Press.
4. Allen, L., & Glickman, C. D. (1998). Restructuring and renewal: Capturing the power of democracy. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 505-528). Dordrecht, the Netherlands: Kluwer Academic.
5. Anderson, S., & Stiegelbauer, S. (1994). Institutionalization and renewal in a restructured secondary school. School Organization, 14 (3). 279-293.
6. Association of California School Administrators. (2001). Recruitment and retention of school leaders: A critical state need. Sacramento, CA: ACSA Task Force on Administrator Shortage.
7. Bauman, Z. (1998). Globalization: The human consequences. Oxford, UK: Basil Blackwell.
8. Booth, W. (1998, February22). One nation, indivisible: Is it history? The myth of the melting pot, part 1. The Washington Post, p. A1.
9. Brouillette, J. (1996). A geology of school reform. Albany: State University of New York Press.
10. Brundtland Commission. (1987). Our common future. New York: United Nations General Assembly.
11. Castells, M. (1996). The rise of the network society. Oxford, UK: Basil Blackwell.
12. Castells, M. (1997). The power of identity. Oxford, UK: Basil Blackwell.
13. Castells, M. (1998). End of millennium. Oxford, UK: Basil Blackwell.
14. Cuban, L. J. (1984). How teachers taught: Constancy and change in American classrooms, 1890-1980. New York: Longman.
15. Datnow, A. (2000). The gender politics of change. In N. Bascia & A. Hargreaves (Eds.), The sharp edge of educational change (pp. 131-155). London: Falmer.
16. Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending educational reform: From one school to many. London: Falmer/Routledge.
17. Day, C., & Bakioglu, A. (Eds.). (1996). Development and disenchantment in the professional lives of headteachers. In I. Goodson & A. Hargreaves (Eds.), Teachers' professionallives (pp. 205-227). London: Falmer.
18. Day, R. J. F. (2000). Multiculturalism and the history of Canadian diversity. Toronto, Canada: University of Toronto Press.
19. Deal, T., & Peterson, K. (1995). The leadership paradox. San Francisco: Jossey-Bass.
20. Delpit, L. (1995). Other people's children. New York: The New Press.
21. Denzin, N. K. (1970). The research act: A theoretical introduction to sociological methods. Chicago: Aldine.
22. Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.
23. Dufour, R. E., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Educational Services.
24. Elmore, R. (1995). Getting to scale with good educational practice. Harvard Educational Review, 66 (1). 1-26.
25. Elmore, R. F., & Burney, D. (1997). Investing in teacher learning: Staff development and instructional improvement in community school district #2. New York: National Commission on Teaching and America's Future and the Consortium for Policy Research in Education.
26. Evans, L. (2000). The effects of educational change on morale, job satisfaction and motivation. Journal of Educational Change, 1 (2). 173-192.
27. Fink, D. (2000). Good school/real school: The life cycle of an innovative school. New York: Teachers College Press.
28. Foote, D. K. (1996). Boom, bust and echo: How to profit from the coming demographic shift. Toronto, Canada: MacFarlane, Walter and Ross.
29. Freeman, C., & Louçã, F. (2001). As time goes by: From the industrial revolution to the information revolution. New York: Oxford University Press.
30. Fukuyama, F. (2000). Trust: The social virtues and the creation of prosperity (3rd ed.). New York: Free Press.
31. Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.
32. Fullan, M. (1991). The new meaning of educational change (3rd ed.). London: Routledge/Falmer.
33. Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer.
34. Fullan, M. (1997). What's worth fighting for in the principalship (2nd ed.). New York: Teachers College Press.
35. Fullan, M. (2003). Change forces with a vengeance. London: Routledge/Falmer.
36. Gibson, M. A. (1988). Accommodation without assimilation: Sikh immigrants in an American high school. Ithaca, NY: Cornell University Press.
37. Giddens, A. (1990). The consequences of modernity. Palo Alto, CA: Stanford University Press.
38. Giddens, A. (2000). Runaway world: How globalization is reshaping our lives. London: Profile Books.
39. Gidney, R. D. (1999). From hope to Harris: The reshaping of Ontario's schools. Toronto, Canada: University of Toronto Press.
40. Gitlin, A., & Margonis, F. (1995). The political aspects of reform. American Journal of Education, 103, 377-405.
41. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
42. Gleick, J. (1987). Chaos: Making a new science. New York: Viking.
43. Gold, B. A. (1999). Punctuated legitimacy: A theory of educational change. Teachers College Record, 101 (2). 192-219.
44. Goodson, I. F. (1983). School subjects and curriculum change. London: Croom Helm.
45. Goodson, I. F. (2003). Professional knowledge, professional lives: Studies in education and change. Philadelphia: Open University Press.
46. Goodson, I. F. (in press). Curriculum, pedagogy and life history: Selected works. London: Routledge Falmer.
47. Goodson, I. F., & Anstead, C. (1998). Heroic principals and structures of opportunity:"Conjuncture" at a vocational high school. International Journal of Leadership in Education, 1 (1). 61-73.
48. Grant, C. (1988). The world we created at Hamilton High. Cambridge, MA: Harvard University Press.
49. Gross, N., Giacquinta, J., & Bernstein, M. (1971). Implementing organizational innovations: A sociological analysis of planned educational change. New York: Basic Books.
50. Hall, E. M., & Dennis, L. A. (1968). Living and learning. Toronto, Canada: Ministry of Education, Queen's Printer.
51. Handy, C. (1994). The age of paradox. Cambridge, MA: Harvard Business Press.
52. Hargreaves, A. (1986). Past, imperfect, tense: Reflections on an historical and ethnographic study of middle schools. In G. Walford (Ed.), Doing educational research. Philadelphia: Falmer.
53. Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. London and New York: Cassell and Teachers College Press.
54. Hargreaves, A. (1995, April). Renewal in the age of paradox. Educational Leadership, 52 (7). 14-19.
55. Hargreaves, A. (2003). Teaching in the knowledge society. New York: Teachers College Press.
56. Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco: Jossey-Bass/John Wiley.
57. Hargreaves, A., Earl, L., & Ryan, J. (1996). Schooling for change: Reinventing education for early adolescents. Philadelphia: Falmer.
58. Hargreaves, A., & Fink, D. (2004). Seven principles of sustainable leadership. Educational Leadership, 61 (7). 8-13.
59. Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass.
60. Hargreaves, A., Fink, D., Moore, S., Brayman, C., & White, R. (2003). Succeeding leaders? A study of secondary principal rotation and succession: Final report for the Ontario Principals Council. Toronto, Canada: Ontario Principals' Council.
61. Hargreaves, A., & Fullan, M. (1998). What's worth fighting for out there? New York: Teachers College Press.
62. Hargreaves, A., & Moore, S. (2004). Voice, nostalgia and teachers' experiences of change. In M. H. M. B. Abrahao (Ed.), The autobiographic adventure - theory and practice. Porto Alegre, Brazil: Edipucrs.
63. Harvey, D. (1989). The condition of postmodernity. Oxford, UK: Basil Blackwell.
64. Havelock, R. G., & Havelock, M. (1973). The change agent's guide to innovation in education. Englewood Cliffs, NJ: Educational Technology Publications.
65. Henig, J. R. (1994). Rethinking school choice: Limits of the market metaphor. Princeton, NJ: Princeton University Press.
66. Hoban, G. (2002). Teacher learning for educational change: A systems thinking approach. Buckingham, UK: Open University Press.
67. Hobsbawm, E. (1995). The age of extremes: The short 20th century, 1914-1991. London: Abacus.
68. Hopkins, D., Ainscow, M., & West, M. (1994). School improvement in an era of change. London: Cassell.
69. Huberman, M. (1992). Teacher development and instructional mastery. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (pp. 122-142). New York: Teachers College Press.
70. Huberman, M. (1993). The lives of teachers. London and New York: Cassell and Teachers College Press.
71. Huberman, M., & Miles, M. (1984). Innovation up close. New York: Plenum.
72. Kondratiev, N. (1923). Some controversial questions concerning the world economy and crisis (Answer to our critiques). In L. F. Fontvieille's edition of Kondratiev's works (1992) (pp. 493-543). Paris: Economica.
73. Labaree, D. (1988). The making of an American highschool: The credentials market and the central high school of Philadelphia, 1838-1939. New Haven, CT: Yale University Press.
74. Lafleur, C. (2001). The time of our lives: Learning from the time experiences of teachers and administrators during a period of educational reform. Unpublished doctoral dissertation, Ontario Institute for Studies in Education, University of Toronto, Canada.
75. Lieberman, A. (Ed.). (1995). The work of restructuring schools. New York: Teachers College Press.
76. Lieberman, A., & Wood, D. (2002). From network learning to classroom teaching. Journal of Educational Change, 3 (3-4). 315-337.
77. Little, J. W. (1984). Seductive images and organizational realities in professional development. Teachers College Record, 87 (1). 84-102.
78. Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91 (4). 509-536.
79. Lofland, J. (1995). Analyzing social settings: A guide to qualitative observations and analysis. Belmont, CA: Wadsworth.
80. Lortie, D. C. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
81. Louis, K. S., & Miles, M. B. (1990). Improving the urban high school: The what and how. New York: Teachers College Press.
82. Lyotard, J. (1984). The postmodern condition. Minneapolis: University of Minnesota Press.
83. MacMillan, R. (2000). Leadership succession: Cultures of teaching and educational change. In N. Bascia & A. Hargreaves (Eds.), The sharp edge of educational change: Teaching, leading and the realities of reform (pp. 52-71). London: Routledge/Falmer.
84. McCulloch, G. (1997). Marketing the millennium: Education for the twenty-first century. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing teachers back in (pp. 19-28). Buckingham, UK: Open University Press.
85. McLaughlin, M., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
86. McNeil, L. (2000). Contradictions of school reform: Educational costs of standardization. New York: Routledge.
87. Merriam, S. (1997). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
88. Metz, M. (1991). Real school: A universal drama amid disparate experience. In D. Mitchell & M. Gnesta (Eds.), Education politics for the new century: The twentieth anniversary yearbook of the politics of education association (pp. 75-91). Philadelphia: Falmer.
89. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
90. Miliband, R. (1978). The state in capitalist society: An analysis of the Western system of power. New York: Basic Books.
91. Muncey, D. E., & McQuillan, P. J. (1996). Reform and resistance in schools and classrooms: An ethnographic view of the Coalition of Essential Schools. New Haven, CT: Yale University Press.
92. National Clearinghouse for Comprehensive School Reform. (2002, August). NCCSR book-mark - Planning for the succession of leadership. Washington, DC: Author.
93. Nespor, J. (1997). Tangled up in school: Politics, space, bodies and signs in the educational process. Hillsdale, NJ: Lawrence Erlbaum.
94. Oakes, J., Quartz, K. H., & Lipton, M. (2000). Becoming good American schools: The struggle for civic virtue in education reform. San Francisco: Jossey-Bass.
95. Ogbu, J. U. (1993). Differences in cultural frames of reference. International Journal of Behavioral Development, 16 (3). 483-506.
96. O'Neill, O. (2002). A question of trust: The BBC Reith lectures 2002. Cambridge, UK: Cambridge University Press.
97. Ontario Ministry of Education and Training. (1995). The common curriculum: Policies and outcomes. Toronto, Canada: Ontario Ministry of Education and Training.
98. Perez, C. (1983). Structural change and the assimilation of new technologies in the economic and social system. Futures, 15, 357-375.
99. Popkewitz, T. S. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. New York: Teachers College Press.
100. Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
101. Reich, R. (2001). The future of success. New York: Knopf.
102. Rosenholtz, S. (1989). Teachers' workplace. New York: Longman.
103. Sachs, J. (2000). The activist professional. Journal of Educational Change, 1 (1). 77-95.
104. Sarason, S. (1972). The creation of settings and the future societies. San Francisco: Jossey-Bass.
105. Sarason, S. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
106. Sennett, R. (1998). The corrosion of character. New York: Norton.
107. Sikes, P., Measor, L., & Woods, P. (1985). Teacher careers: Crises and continuities. London: Falmer.
108. Siskin, L. (1994). Realms of knowledge. New York: Falmer.
109. Smith, L. M., Dwyer, D. C., Prunty, J. J., & Kleine, P. F. (1987). The fate of an innovative school. London: Falmer.
110. Smith, L. M., Prunty, J. P., Dwyer, D. C., & Kleine, P. F. (1988). Innovation and change in schooling: History, politics and agency (Vol. 3). London: Falmer.
111. Smith, L. M., Prunty, J. P., Kleine, P. F., & Dwyer, D. C. (1986). Educational innovators: Then and now (Vol. 1). London: Falmer.
112. Smylie, M., Wenzel, S., Allensworth, E., Fendt, C., Hallman, S., Luppescu, S., et al. (2003). The Chicago Annenberg challenge: Successes, failures and lessons for the future (Final technical report of the Chicago Annenberg research project). Chicago: Consortium on Chicago School Research.
113. Soros, G. (2002). George Soros on globalization. New York: Perseus Books.
114. Spillane, J. P., & Halverson, R. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30 (3). 23-28.
115. Stallybrass, P., & White, A. (1986). The poetics and politics of transgression. London: Methuen.
116. Stein, M. K., Hubbard, L., & Mehan, B. (2004). Reform ideas that travel far a field: The two cultures of reform in New York City's district #2 and San Diego. Journal of Educational Change, 5 (2). 161-197.
117. Troman, G. (2000). Teachers' stress in the low trust society. British Journal of Sociology of Education, 21 (3). 331-353.
118. Tyack, D., & Tobin, W. (1994). The grammar of schooling: Why has it been so hard to change? American Educational Research Journal, 31 (3). 453-480.
119. U.S. Department of Education. (1983). A nation at risk: The imperative for educational reform: A title report to the nation and the secretary of education: Washington, DC: Author.
120. U.S. Department of Education. (1997). Individuals With Disabilities in Education Act. Washington, DC: Author.
121. U.S. Department of Education. (2002). No child left behind. Washington, DC: Author.
122. Waldrop, M. W. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon & Schuster.
123. Wasley, P. (1994). Stirring the chalkdust: Tales of teachers changing classroom practice. New York: Teachers College Press.
124. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
125. Whitty, G., Power, S., & Halpin, D. (1998). Devolution and choice in education: The school, state, the market. Buckingham, UK: Open University Press.
126. Woods, P. (1986). Inside schools: Ethnography in educational research. London: Routledge Kegan Paul.
127. Young, M. (1988). The metronomic society: Natural rhythms and human timetables. London: Thames & Hudson.