000			03099cam a2200373 i 4500
008			201101s2021 caua b 001 0 eng
020			_a9781071802083 _qpaperback _cRM148.02 (PTSL)
040			_aLBSOR/DLC _beng _cDLC _erda _dDLC _dUKM _erda
042			_apcc
090			_aLB2822.8 _b.H348
100	1		_aHatch, Thomas, _eauthor.
245	1	4	_aThe education we need for a future we can't predict / _cThomas Hatch with Jordan Corson and Sarah Gerth van den Berg.
264		1	_aThousand Oaks, California : _bCorwin, _c[2021].
264		4	_c©2021
300			_axxxvi, 205 pages : _billustrations ; _c26 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aIncreasing access and quality -- Establishing equitable learning opportunities -- Learning with purpose -- The'grammar of schooling' always pushes back -- Beliefs endure but times change -- From common concerns to high leverage problems -- Solving problems and developing micro-innovations -- The conditions for learning -- From possibilities to practice -- Capacity building -- Coherence and common understanding -- Collective responsibility -- From improvements to movements -- The problems and possibilities for improvement in every system.
520			_a'This book confronts the fundamental problem where schools have improved for some children, while other children continue to remain left out and left behind. As a result, educators face a fundamental question: Should we continue to improve the schools we have in the hope that we can make them work for all? Or should we radically transform schools assuming the current system will never work for everyone? This book is designed to show that we can do both: we can make the schools we have more efficient, more effective, and more equitable at the same time that we create more powerful opportunities to support all aspects of students' development both inside and outside schools. All educational improvement efforts face the challenge of changing the'grammar of schooling' - the conventional structures, practices, and beliefs - that define educational experiences for so many children. Those who seek to improve educational outcomes have to confront the fundamental reality that the more radical their approaches are, the more difficult it will be for those approaches to take hold and to spread across many schools and communities'-- _cProvided by publisher.
650		0	_aSchool improvement programs.
650		0	_aEducational change.
650		0	_aEducational equalization.
700	1		_aCorson, Jordan, _eauthor.
700	1		_aGerth van den Berg, Sarah, _eauthor.
907			_a.b16940829 _b2022-12-13 _c2022-08-09
942			_c01 _n0 _kLB2822.8 .H348
949			_o101026578
990			_aros
991			_aFakulti Pendidikan
998			_at _b2022-08-09 _cm _da _feng _gcau _y0 _z.b16940829
999			_c661022 _d661022