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TheNewMeaningofEduca2onalChange
FourthEdi+on
ByMichaelFullan
Chapters9&10TarylHargens
MarcosHernandezSusanPedersonMariaParedes
Engagementisthekeyword.
• IfmeaningmaOerstothesuccessofteachersandprincipals…
• …meaningiscentraltostudentsuccess.
“Innovations and their inherent conflicts often become ends in themselves, and students get thoroughly lost in the shuffle” (Fullan,2007).
Goodland(1984)states…• Increasinglylessuseofteacherpraiseandsupportforlearning,lesscorrec2veguidance,anarrowingrangeandvarietyofpedagogicaltechniques,anddecliningpar2cipa2onbystudentsindeterminingthedailyconductoftheireduca2on.Seeadeclinefromlowertouppergradesinteachers’supportofstudentsaspersonsandlearners(Fullan,2007,p.126).
Sarason(1982)says…
• Itappearsthatchildrenknowrela2velyliOleabouthowateacherthinksabouttheclassroom,whathetakesintoaccount,thealterna2veshethinksabout,thethingsthatpuzzlehimaboutchildrenandaboutlearning,whathedoeswhenheisn’tsureofwhatheshoulddo,howhefeelswhenhedoessomethingwrong”(Fullan,2007,p.185).
Dryeden(1995)emphasizes…
• Studentsoaenaredisengagedfromtheirownlearning,anditisenormouslydifficultforteacherstoentertheirworld.Manyteachersendupteachingthe“thefrontrow”,reaching10orfewerstudentsinaclassof30.
SummariesoftheConsequencesofDisengagementasPerceivedbyStudents.
Rudduck,Chaplain,,andWallace(1996)
Percep+onsofThemselves
• Havelowerself‐concepts• Characteris2csthattendtomakeitdifficult
toachieveacademically• Fedupwithschool
SummariesoftheConsequencesofDisengagementasPerceivedbyStudents.
Rudduck,Chaplain,,andWallace(1996)
Percep+onofschoolwork
• Homework’sdifficult• Dislikesubjectswithahighpropor2onof
wri2ngordonotunderstand• Increasedanxietyabouttheirabili2esas
theynearexams
SummariesoftheConsequencesofDisengagementasPerceivedbyStudents.
Rudduck,Chaplain,,andWallace(1996)
Rela+onshipwithpeers
• Morelikelytohavebeeninvolvedinbullyingincidents
• Feelunderpressurefromtheirimmediatefriendsiftheyexhibitacademicbehaviors
• Pg.178‐179
SummariesoftheConsequencesofDisengagementasPerceivedbyStudents.
Rudduck,Chaplain,,andWallace(1996)
Rela+onshipwithteachers
• Perceiveteachersasunfair,par2cularlyunfairtothem
• Believesteachersexpressnega2vebehaviorstowardthembothverballyandnon‐verbally
• Wouldlikeateachertheycouldtrusttotalkthingsthrough
• Considerteacherstobelargelyresponsiblefortheirfailureatschool
SummariesoftheConsequencesofDisengagementasPerceivedbyStudents.
Rudduck,Chaplain,,andWallace(1996)
Percep+onsofthefuture
• Showhighlevelsofanxietyabouttheirfuturechancesintheworkingworld
• Despitenega2vemessagesfromtheschoolwanttopersistsandhavesomeexamina2onsuccess
• Seeadistrictrela2onshipbetweenexamina2onsuccessandgehngajob
• Aremorelikelytoplantogetajobat15
FullanandHargreaves(1998)stateinWhat’sWorthFigh+ngforOutThere…
• The“out‐there”isnow“in‐here.”
• Heobservedthattheboundariesoftheschoolarenowmorepermeableandmoretransparent,andthatthisdevelopmentwasbothinevitableanddesirable.
Fullan’sreasonastowhyschoolboundarieshavebecomemorepermeableandtransparent:
• Inevitable:Increaseaccountabilityofschoolsandtheaccessibilityandprolifera2onoftechnologyinoursociety
• Desirable:Inapostmodernsociety,desirableoutcomesineduca2oncannotbemetwithoutcollabora2on
FullanandHargreavesconclude‘ifthe‘out‐there’isgoingtogetyouanywayonitsterms,whynotmovetowardthedanger,andhaveachanceofgehngsomeofitonyourterms.”(p.188).
Reflectonyourownworksites:• Doesadeliberateandeffec2vecollabora2onexistinyourschool/communitypartnershipthatsustainseduca2onalissuesinyoursite?
• Doesoneevenexist?• Ifonedoesexist,istherea‘shared‐governance’thatdeeplyinvolvesandengagesthecommunityinthedecision‐makingprocessoneduca2onalissues?
“Thisprocessisfarmoredangerousjourneyattheoutset(whenyouareworkingfromabaseofmutualignorance)thanitisonceyouareunderway”(Fullan,2006,p.188).
ParentInvolvementinSchools
Thecollabora2veeffortsandrela2onshipsamongparents,communi2es,andtheirschoolsarein‘disrepairandinneedofsocialreconstruc2on’(p.190).
Henry’s(1996)studyonparent‐schoolcollabora2oninlow‐comecommuni2esconcludedthat:
• Educatorsmustengagetheircommuni2eswithempathy
• Educatorsmustinteractmeaningfullywiththeircons2tuents
• Beingprofessionalcannolongermeanremainingisolatedintheschool
• Fullanarguesthatinordertoaccomplishtheaboveitwill‘involveshiasinpowerandinfluence’(p.190).
• Theshiasofpowerandinfluenceareamongtheteachersandtheparents.
Tobeclearonpowerwithinthispar+cularcontext:
• ‘toseekpoweristoraiseandbegintoanswertheques2on:toseekpowertochangewhat?...toseekpowerwithoutaskingthe“what”ques2onisnotonlytobegtheques2onbuttoavoid,andthereforetocolludeincosme2cchange’(Fullan,2006,p.190).
• Fullanposestheques2on,“Whatwillittaketomobilizemorepeopleandresourcesintheserviceofeduca2ngallstudents?”(p.190).
• Coleman’s(1998)powerofthree.
• Whatareteachers‘beliefsaboutparentalinvolvement,studentcapabili2es,andtheimportanceofdeliberateteachingofresponsibili2esinclassrooms’(p.191)
• Forstudents,“communica2onwithparentsaboutschool,confidenceintheabilitytodothework,valuingschoolforitsimportancetothefuture,andcollabora2onwithteachers”(p.191).
Forparents,“valuingschool,an‘invita2onal’teacherahtude,andcommunica2ngwithstudentsaboutschool”(p.191).
ParentInvolvementinSchools• Therela2onshipbetweenparents,communi2es,andschoolsis
inneedofsocialreconstruc2on• Teacherscannotdoitalone• Parentsaretheirchildren’sveryfirsteducators.Theyhave
knowledgeoftheirchildrenthatisnotavailabletoanyoneelse• Teacherscanhavegreatinfluenceover“curriculumofthe
home”• Studentcommitmentcanbesustainedthroughcollabora2on,
andteachers’ahtudesandprac2ces• Itisonlywhenthemajorityofteachersarecollabora2ngwith
themajorityofparentsthatanysizableimpactonstudentlearningwilloccur
ParentInvolvementinSchoolsEffec2veSchools(“moving”)• Teachersareaccessibleto
parents• Teachersinvolveparentswith
academiccontent• Communica2onwithparentsis
professional,direct,andvaluing• Teachersseeparentsaspartof
thesolu2on• Thereisrespecttowardparents
regardlessofbackgroundoreduca2onachievement
• Schoolshavea“clientorienta2on”
• Thereistrustbetweentheschoolandthecommunity
LessEffec2veSchools(“stuck”)• Teachersholdnogoalsfor
parentinvolvement• Thereisnoexpecta2onfor
collabora2onbetweenparentsandteachers
• Teachersassumenothingcanbedonewithparents
• Teachersseeparentsaspartoftheproblem
• Don’tknowhowtobrakethenega2vecycleofparentdisengagement