By Paul Clarke
This article, utilizing case experiences, argues that the sensitivity of triumphing methods to college advancements are inflicting reforms to fail to accomplish their pursuits. It proposes substitute equipment of introducing swap.
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Extra info for Learning Schools, Learning Systems (School Development Series)
In some cases this is so, and the changes can be introduced with considerable ease and speed. Invariably such schools are dominated by 'doing' school improvement; they are focused on goals and aim to achieve their goals through a tightly controlled series of delivered changes, according to a schedule that is predefined and led by a vision that suggests that once the planned changes are in place the school will run better, get higher results and achieve greater success. The drivers towards this goal are the teachers, but 30 Changing the Map they operate within individualized agendas rather than undertaking collective activity, and are required to implement changes within set time frames on behalf of the other staff.
The initiative gained a firmer footing and became one of a number of LEA-funded projects for the coming year to enhance school/community links in positive learningorientated ways. Beare, Slaughter and Jones (1995) identify a series of such key learning themes which are open to changing interpretations: • • • • • • • Political: globalization and democracy, the role of the individual as a citizen; Economic: changes in the industrial base of society, the information age; Ecological: the need for sustainability, the recognition of ecological crisis; Social: changes in family and community structures; Spiritual: what it is to be human; the role of belief and values; Technological: the information revolution in the service of human growth; Scientific: cognition - how the brain learns; complexity - models to inform human systems analysis.
What I believe we need is a new direction established by schools to suit the world that surrounds them. This has to be a direction that is focused on learning and moves away from anachronistic notions of schooling and transmission; in short, the establishment of a learning school within a learning community. These places are more consciously active in seeking connections within and between schools, rather than specialized and singular in their approach to development. They are more integrated places in which to work and study, and are purposefully responsive to meeting the needs of local communities.