LEADER 03475nam 2200505In 450 001 9910793049403321 005 20170606084322.0 010 $a1-78635-501-9 010 $a1-78714-308-2 035 $a(CKB)3710000001408103 035 $a(MiAaPQ)EBC4756874 035 $a(UtOrBLW)bslw09578337 035 $a(EXLCZ)993710000001408103 100 $a20170606d2017 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aAccelerating change in schools $eleading rapid, successful, and complex change initiatives /$fLinda Dudar, Shelleyann Scott, Donald E. Scott 210 1$aBingley, England :$cEmerald Publishing,$d2017. 210 4$dİ2017 215 $a1 online resource (281 pages) $cillustrations, tables 225 1 $aAdvances in educational administration,$x1479-3660 ;$vv. 27 311 $a1-78635-502-7 320 $aIncludes bibliographical references and index. 327 $aPrelims -- Section I - Leadership and rapid change -- The demand for rapid change -- Understanding the theory of change processes -- Stakeholders and change participants - Important influencers -- Defining change leadership -- The self-aware and discerning change agent -- The rapid change model -- Section II - Rapid change: success stories from educational leaders -- The head and heart of change: leaders' advice about change -- Leaders' success stories of culture (people) change -- Leaders' success stories of program change -- Stakeholders are important too! -- Context is interesting and important -- Are you ready? -- About the Authors -- References -- Index. 330 $aResearch indicates change is complex and difficult, and requires considerable time to achieve, sometimes years or even decades. This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. We challenge many of the assumptions in current scholarly literature about how fast, complex change can or should be wrought within educational environments; indeed, our premise is that rapid, complex change is not only possible but may be highly desirable and successful given the right leadership approach.We present a pragmatic "rapid change" model emerging from in-depth explorations of successful leadership approaches that accelerated the change agenda in these schools. We outline the theoretical underpinnings to the model and overtly articulate the pragmatic approaches leaders found to be effective in implementing fast-paced change. We also present case studies of successful change in schools with descriptions and advice elicited from leaders and stakeholders. 410 0$aAdvances in educational administration ;$vv. 27. 606 $aEducation$xAdministration$xGeneral$2bisacsh 606 $aEducation$2bicssc 606 $aEducational leadership 615 7$aEducation$xAdministration$xGeneral. 615 7$aEducation. 615 0$aEducational leadership. 676 $a371.2 702 $aDudar$b Linda 702 $aScott$b Shelleyann 702 $aScott$b Donald E. 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910793049403321 996 $aAccelerating change in schools$93685215 997 $aUNINA