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Preface
Acknowledgments
About the Authors
1. The Crisis of Educational Change
2. The Paradox of Innovation and Improvement
3. Finland: Professionalism, Participation, and Persistence
4. Singapore: Innovation, Communication, and Paradox
With Pak Tee Ng
5. Alberta: Innovation With Improvement
6. Ontario: Inclusion, Interaction, and Local Diversity
With Henry Braun
7. England: Inspiration, Responsiveness, and Sustainability
8. California: Professional Organizing for Public Good
9. Pointers for Practice: The Global Fourth Way in Action
Endnotes
Index
Andy Hargreaves is a research professor at Boston College
and a visiting professor at the University of
Ottawa. He is an elected member of the U.S.
National Academy of Education. He is past president of
the International Congress for School
Effectiveness and Improvement, adviser in education to
the first minister of Scotland, and former adviser
to the premier of Ontario. Andy is cofounder
and president of the ARC Education Project: a group of nations
committed to humanistic goals in education. Andy’s more than
30 books have attracted 8 Outstanding Writing Awards. He has
been honored for services to public education and educational
research in the United States, the United Kingdom, and Canada.
Andy is ranked by Education Week among the top 20 scholars
with most influence on U.S. education policy debate. In 2015,
Boston College gave him its Excellence in Teaching With
Technology Award. Andy’s most recent book is Leadership From
the Middle: The Beating Heart of Educational
Transformation.
The Age of Identity is the fifth book that Dennis and Andy
have written together. Dennis Shirley is Gabelli Faculty
Fellow and Professor of Formative Education at the Lynch School of
Education and Human Development at Boston College. He has led and
advised many educational change initiatives. He was the principal
investigator of the Massachusetts Coalition for Teacher Quality and
Student Achievement, a federally funded improvement network that
united 18 urban schools, 7 higher education institutions, and 16
community-based organizations. He has conducted in-depth studies on
school innovations in England, Germany, Canada, and South Korea.
Dennis has been a visiting professor at Harvard University in the
United States, at Venice International University in Italy, at the
National Institute of Education in Singapore, at the University of
Barcelona in Spain, and the University of Stavanger in Norway. He
is a Richard von Weizsäcker Fellow at the Robert Bosch Academy in
Berlin, Germany. Dennis holds a doctorate in education from Harvard
University.
"These demanding, exhilarating, and in other ways desperate times
require us to provide every single one of our young people with the
best education. They require schools that raise all of our
students—not just a few, not just those most blessed by wealth and
circumstance—to be critical thinkers and innovative problem
solvers. They require publics—not just teachers, not just school
principals or other educational professions—to acknowledge in deed
as well as word that all of our young people deserve and require
educations that will endow them with a superlative mastery of
scientific knowledge, the social studies, and the arts. The young
need to learn how to work and live with one another in harmony and
compassion, knowing that one person can no longer claim the final
word in expertise in a world so rich in information, diversity, and
complexity."
*From the Introduction*
"To me the Fourth Way is a powerful metaphor to think about the
future of schooling. This book, The Global Fourth Way, provides
important global lessons with first-hand evidence of the Fourth Way
of change to anyone engaged in improving teaching and learning in
schools. It is an antidote to global education reform movement
(GERM) that is putting public schools at risk around the world
through increased competition, choice and standardization."
*Pasi Sahlberg, Director General of CIMO*
"The Fourth Way inspired our national organization of school
leaders to advocate and strategize successfully for a significant
reduction in national standardized testing in England and for a
better assessment alternative that benefits pupils and teachers
alike."
*Chris Harrison, President of the NAHT*
"Andy Hargreaves′ and Dennis Shirley′s fascinating and powerful new
book outlines new paths which can be forged by the profession, its
organizations, and our schools. I hope everyone interested in the
futures of all young people takes the opportunity to read The
Global Fourth Way."
*Fred Van Leeuwen, General Secretary*
"Inspiring, informative, and irresistible, The Global Fourth Way is
a book we cannot afford to ignore. Armed with extensive research
and sound analysis of high-achieving schools and systems around the
world, Shirley and Hargreaves present a powerful vision and a clear
plan of action. They invite us to dream big when education is
reduced to test scores. They ask us to personalize learning when
standardization and homogenization are gaining silver-bullet
status. They remind us of the human nature of education when
teaching is rendered a mechanical process of knowledge
transmission. The Global Fourth Way is indeed THE way to
educational excellence!"
*Yong Zhao Presidential Chair and Associate Dean for Global
Education*
"Anyone looking for sage advice on how to develop better schools
and school systems could do no better than this book. Hargreaves
and Shirley provide thoughtful ideas about schooling in ways that
reignite our sense of what public schools can and should be, for
all children."
*Ben Levin, Professor and Canada Research Chair, OISE, University
of Toronto*
"This book is much more than a recounting of stories, as Hargreaves
and Shirley spell out a clear and comprehensive action theory. The
role of the community, the recognition of culture, the attention
that must be paid to communication and the need to couple
innovation with actual improvement are well-explained."
*The School Administrator Magazine*
"The author′s concern and disdain for standardized test scores
(particularly evaluations of schools based on test scores) comes
across clearly. Their powerful vision and recommendations for
practices are based on their years of sound analyses of many
high-achieving schools around the world. The three compelling and
highly organized chapters delineating reccomendations for school
organization and purposes are obviously enhanced by the authors′
extensive experiences in various international and national
consultancies and school observations. Additional chapters
describing such settings in Finaland, Singapore, Canada, England,
and California lay distinctive foundations for a clear critique of
standardization or homogenization (as found in most of the schools
in the US). Hargreaves ahd Shirely (both, Boston College) assert
′nothing of value will occur without commitment and capability of
thousands of classroom teachers and their leaders who have ultimate
cnotrol over how they teach their own students every day.′"
*CHOICE*
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