Management of innovations from a cultural-individual perspective
SourceSchool Effectiveness and School Improvement, 10, 3, (1999), pp. 321-351
Article / Letter to editor
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SW OZ BSI OE
School Effectiveness and School Improvement
SubjectLearning in changing contexts
The history of education and schooling is characterised by not only the attainment of results but also ongoing critique of the existing situation in education and schooling. Developers and researchers are, as a result, constantly seeking new strategies and methods for the improved implementation of innovations in actual educational practice. The central question is which factors and which conditions facilitate the effects of innovations. In an attempt to answer this question, many educators will not so much be concerned with objective structural factors such as available funds, classmates, et cetera. They will be concerned, rather, with the questions of which socially constructed realities and which particular forms of involvement on the part of teachers, school administrators, and counsellors facilitate successful innovation. In our search for an answer to these questions, moreover, we will be guided by a cultural-individual perspective on innovation. Traditional innovative strategies - and, in particular, large scale strategies - seem not always suitable to deal with today's educational problems. Alternative scenario's for the management of innovations are considered.
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