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Learning to Change: Teaching Beyond Subjects and Standards


reviewed by Rosetta Marantz Cohen — 2002

coverTitle: Learning to Change: Teaching Beyond Subjects and Standards
Author(s): Andy Hargreaves (Editor)
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787950270, Pages: 224, Year: 2000
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American educators are apt to forget that their long, and often frustrating history of school reform is not unique to this country alone. For decades now, cycles of top-down educational reform have challenged practitioners in many countries, including Canada, Japan, Israel, and much of Western Europe. In countries where curriculum is largely disseminated on the national level, implementing periodic school reform mandates are an accepted part of teachers’ working lives. In Japanese schools, for example, where curriculum gets overhauled on a regular, ten-year basis, schools have long developed a culture of compliance, where teachers respond and adapt to changes with little struggle or complaint. Such ready compliance is less typical in the west. As the authors of this new study of standards-based educational reform point out, the attitude of teachers towards educational change remains the critical variable in the success of any reform agenda. This fact is of particular importance in countries like Canada, Israel and America, where recent educational policy is moving towards what Hargreaves (et... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 104 Number 1, 2002, p. 94-96
http://www.tcrecord.org ID Number: 10757, Date Accessed: 10/18/2017 6:57:39 AM

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About the Author
  • Rosetta Cohen
    Smith College
    E-mail Author
    ROSETTA MARANTZ COHEN is Professor of Education and Child Study at Smith College, where she teaches foundations courses in the history and philosophy of education. Her interests are in the history of the teaching profession and in the work of John Dewey. She is currently at work on an ethnographic study of a large, comprehensive high school in Connecticut.
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