New Significance of Educational Reform (3rd Edition)

Author: (Canada) Frank
Publisher:
Publish Date: 2005-01-01
Features: This is the third edition of The Meaning of Educational Change. In the 10 years since the second edition was published, many significant events have occurred. If anything, it is the "meaning hypothesis" that has been deeply confirmed. As we will see, the development of cognitive science has made "meaning" the foundation of the new constructivist pedagogy. Chaos theory or complexity theory inevitably leads us to the conclusion that committing to "consistency" is crucial for addressing the demands of an overloaded reform agenda, which is often nonlinear and fragmented. This book avoids jargon: one cannot claim that meaning is the answer and then write profound papers on the topic. The main research findings in this book are well-supported by references. For students who wish to delve into the theme of change, the reference section includes about 250 entries, many of which are new. For those who are not interested in the research foundation, they can read the chapters but ignore the references. In short, this book is written for professionals at all levels of educational systems, as well as for professors and university students seeking texts on the theory and practice of educational change.