Bringing Together The Work Of Researchers From Across The World, This Unique Collection Links Policy, School Leadership And Teacher's Lives. Book Cover -- Half-title -- Title -- Copyright -- Contents -- Figures And Tables -- Introduction -- Part I Teacher Professionalism And Conditions Of Change -- 1 Professional Knowledge And The Teacher's Life And Work -- The Teacher's Life And Work -- Developing A Counter-culture: Rationales For Studying The Teacher's Life And Work -- Teachers' Lives, Teacher Development And The Nature Of Collaboration -- Acknowledgement -- References -- 2 The Politics Of The Secret Garden -- The Ideal Of Teacher Freedom -- A Crisis Of Teacher Professionalism? -- Conclusions -- Acknowledgements -- References -- 3 Changing Primary Schools In Hong Kong -- Educational Reform: The Policy Makers' Perspective -- Everything You Are Now Doing Is Wrong… -- The Policy Is Ok-you Just Don't Understand It! -- It's The Vision That Counts-forget The Details! -- It's Up To (professional) Teachers And Schools To Work Out The Details! -- Educational Reform: The Perspective From Schools -- Whose Idea Is It Anyway And What's Your Real Motive? -- How Does All This Fit In? -- Yes-but What Exactly Is It? -- But How Will It Affect Assessment? -- How Will It Affect Our Workload? -- 1995-97: Adoption In Schools -- Motives For Adoption -- The Strengthening Of Middle Management -- Strategies For Supporting Change -- Implications And Conclusions -- References -- 4 Educational Researchers -- The Kinds Of Knowledge Produced By Education Schools -- Hard Vs. Soft Knowledge -- Pure Vs. Applied Knowledge -- Exchange Value Vs. Use Value -- Organizational Consequences -- Negative Consequences For Education Schools -- Low Status Within The University -- Weak Authority Within Education And Educational Policymaking -- Pressure To Transform Education Into A Hard Science -- Pressure To Transform Education Schools Into Pure Research Institutions -- A Sense That The Field Is Never Getting Anywhere. Positive Consequences For Education Schools -- Producing Useful Knowledge Is Not A Bad Thing -- Freedom From Consumer Pressures -- Freedom From Disciplinary Boundaries -- Freedom From Hierarchical Constraints -- Producing Soft Knowledge Is Now The In Thing -- An Ability To Speak To A General Audience -- Acknowledgement -- Notes -- References -- 5 Rethinking The Practice Of Teacher Professionalism -- The Context Of Rethinking Teacher Professionalism In Australia -- Teacher Professionalism: A Struggle For Meaning -- Teacher Professionalism In Practice -- The National Schools Network -- The Innovative Links Project -- A Platform For Rethinking The Practice Of Teacher Professionalism -- Learning -- Participation -- Collaboration -- Cooperation -- Activism -- Conclusion -- Acknowledgement -- Notes -- References -- Part Ii The Lives And Work Of Teachers -- 6 Multiple Truths And Contested Realities -- The English Context -- Initial Constraints Of The National Curriculum -- Continuing And Diminishing Constraints -- Opportunities Within The National Curriculum -- Additional Constraints -- Intensification -- Resources -- Insularity -- Accountability And Inspection -- Assessment And League Tables -- Managerialism -- Conclusion -- Note -- References -- 7 Stories Of Change And Professional Development -- Stories Of Change -- The Working Context: Living With Change -- The National Curriculum: The Effect Of Personal And Institutional Cultures -- Country Of The Young -- Mismanagement Of Change -- School Leadership: Getting It Right Or Losing Commitment -- Balancing Demands With Entitlements: Dilemmas Of Judgement -- Financial Delegation -- Parental Choice: Voting With Your Feet -- The New Teaching Contract: A Loss Of Good Will -- External Inspection: Cynicism Remains -- A State Of Stress -- Getting It Right: An Unconscious Neglect -- Nothing We Didn't Already Know. Professional Judgement Undermined -- The Personal Context: Learning From Change -- The Supportive Culture Of A Learning Organization -- Lifelong Learners -- Change Of Role -- Change Of Location: Change Of Culture -- Making A Difference -- Learning Through Experience -- Joining Collaborative Inquiry Networks -- Opening Windows -- Time To Reflect -- New Directions: Personal Choice, Professional Gain -- Conclusion: The Costs Of Commitment -- References -- 8 The New Work Order And Australian Schools -- Methodology -- Devolution And School Development Planning (sdp) -- Participation In School Development Planning -- Devolving To And Within Schools -- Analysis By Role -- A Culture Of Hierarchical Decision Making -- Reduced Hierarchy? -- Decision Making, Organizational And Work Practices -- Collaboration And Teamwork -- Individual Work Practices -- Easing Of Borders: The School, The System And The Community -- Conclusion -- Acknowledgements -- References -- 9 Working-time Blues -- Vehicles Of Professionalization -- Imposed Professionalism: Proletarianization Or Mobilization? -- The Study -- Results Of The Study -- Organizational Forms And Experiences -- Evaluation Of Joint Staff Meetings -- Focus Of Joint Staff Meetings -- Small Differentiated Group Meetings -- Duration Of Differentiated Meetings -- Focus Of Differentiated Meetings -- Experiences With The Work-time Agreement -- Summary Of Findings -- Discussion -- Teacher Resistance To Change -- Imposed Professionalism Or Proletarianization? -- Professionalism As Ideology -- Conclusion -- Notes -- References -- 10 Student Teachers' Struggle In Becoming Professionals -- Background Of The Study -- Stories About Struggling And Knowing -- Erik -- Tone -- Anne -- Learning To Teach: A Personal, Complex And Context-specific Task -- The Way Ahead -- Note -- References -- Part Iii Dilemmas Of School Leadership. 11 Rethinking The Work Of Teachers And School Leaders In An Age Of Change -- The Meaning Of Being A Teacher Through The Ages -- The Teacher In Malay Indigenous Society -- The Spiritual Dimension Of Change -- The Work Of Teachers -- Forces That Are Reshaping Ideas And Driving Changes: Personalities And Events -- Anticipatory Futures -- New Leadership Roles -- Towards A Definition Of Educational Leadership -- Putting Things Together: The Quest For Frames -- Foundational Notions In Education And The Development Of Professionalism -- Errors In Philosophies, Policies And Practices -- Globalization And Internationalization: A Strategic Agenda For Development -- Conclusion -- References -- 12 Steering In And Steering Of The School -- Introduction -- Theoretical Frame Of Reference -- Problem Area -- An Outline Of The Educational Reform: Changed Distribution Of Responsibility -- Steering Systems And The School's Steering Structures -- Relations Between Politics And Bureaucracy -- The Changed State Steering Of School In The Light Of The Different Steering Systems -- Steering Structure And Occupational Roles -- School Leaders As Street-level Bureaucrats -- Final Comments: Steering System, Steering Structure, And Steering Form -- Notes -- References -- 13 School Principals In Transition -- Contradictions In Policy -- The School Principal As An Instructional Leader -- The School Principal As A Change Agent -- The Principal As Manager -- A Managerial Imperative? -- Reflective Inquiries As An Approach To Professional Development -- Conclusion -- Appendix -- The Education System In Norway: An Overview -- Notes -- References -- 14 Preparing For External Inspection -- Increasing Demands On Headteachers -- Research Process -- The School And Its Catchment Area -- School Aims, Values And Standards -- Dilemmas. Between 'looking Down From The Top' And Belonging As A Member Or Fellow Professional -- Between Responding To Individuals' Professional Development Needs And Steering Whole Staff Development -- Between Seeking External Affirmation And Avoiding External Threats -- Between Reducing Uncertainty And Encouraging Participation: Between Control And Contribution -- Transforming External Regulation Into A Resource -- Accomplishing An Acceptable Self-identity -- Note -- References -- 15 Leadership In An Era Of Change -- Introduction -- The Changed Nature Of Leadership -- Purpose And Rationale -- Results Of The Study -- Visibility -- Modelling -- Caring -- Positive -- Fair -- Hardworking -- Democratic -- Empowering -- Support -- Emotional Or Personal Support -- Administrative Support -- Student-related Support -- Financial Or Material Support -- Professional Support -- High Expectations -- Decisiveness And Courage -- Conclusion -- References -- 16 Reinventing School Leadership For Lasting Reform In The Third Millennium -- Introduction -- Tracking Change In School Education -- Track 1: Creating Systems Of Self-managing Schools -- Track 2: Unrelenting Focus On Learning Outcomes -- Linking Self-management And Learning Outcomes -- How The Links Are Made In Schools Of The Future -- Modelling The Links -- Interpreting The Findings For School Leaders -- Raising The Stakes In Standards-driven Reform -- Track 3: Creating Schools For The Knowledge Society -- Rethinking The Work Of School Leaders -- References -- Notes On Contributors -- Index.