000			03755nam a22004335i 4500
001			978-1-4020-2495-5
003			DE-He213
005			20161121230620.0
007			cr nn 008mamaa
008			100301s2005 ne | s |||| 0|eng d
020			_a9781402024955 _9978-1-4020-2495-5
024	7		_a10.1007/1-4020-2495-9 _2doi
050		4	_aLB2801-3095
072		7	_aJNK _2bicssc
072		7	_aEDU001000 _2bisacsh
082	0	4	_a371.2 _223
245	1	0	_aSocial Geographies of Educational Change _h[electronic resource] / _cedited by F. Hernandez, I. F. Goodson.
264		1	_aDordrecht : _bSpringer Netherlands, _c2005.
300			_aXXIII, 173 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aEducational change: from the analysis of conditions of achieving to the relevance of personal biographies -- Accomplishing Large Scale reform: A Tri-Level Proposition -- Understanding Curriculum Change: Some Warnings about Restructuring Initiatives -- Beyond School Walls: creating networks in education -- Social Networks in Teaching -- The Work of the National Writing Project: Social Practices in a Network Context -- Networks of Schools and Constructing Citizenship in Secondary Education -- Gazes on education protagonists -- Cultures of Schooling. No Place for Women? -- Mapping Visual Cultural Narratives to Explore Adolescents’ Identities -- The Parent Gap: The Emotional Geographies of Teacher-Parent Relationships -- Looking Technology from the other Side of the Mirror -- The Merger of ICT and Education: Should it Necessarily be an Exercise in the Eternal Recurrence of the Reinvention of the Wheel? -- Virtual Geographies of Educational Change: The More Complex the Problems the Simpler the Answers.
520			_aSocial Geographies, as spatial location, is a factor relevant to understanding the variety of people’s interpretations and appropriations of educational innovations and changes. Their location in the social space also influences their response to change. In the field of educational change, social space means for example, skin colour, gender distribution of teachers in one school, children’s self-cultural representations or parents’ religious attitudes. By using the notion of Social Geographies in the context of educational change, the authors address the following questions: How initiatives in a classroom or department are influenced by the surrounding context of the school, the district or the nation; How innovation spreads or diffuses from one school to another; How and whether reforms can be scaled up from a few schools to a whole system; How seemingly standardised reforms affect schools differently depending on where they are located; How schools influence one another; How the identities of, and interrelationships among, schools are affected by technology, principles of market competition and choice, and other initiatives. This volume is relevant to educationalists, policy-makers, teachers, and students interested in a more complex approach to understand and intervene in educational change processes.
650		0	_aEducation.
650		0	_aSchool management and organization.
650		0	_aSchool administration.
650	1	4	_aEducation.
650	2	4	_aAdministration, Organization and Leadership.
700	1		_aHernandez, F. _eeditor.
700	1		_aGoodson, I. F. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402024948
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-2495-9
912			_aZDB-2-SHU
950			_aHumanities, Social Sciences and Law (Springer-11648)
999			_c501402 _d501402