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The New Imperatives of Educational Change
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Table of Contents

Acknowledgements

Introduction: The Tipping Point for Educational Change

Chapter 1: Imperatives Old and New

Chapter 2: The Evidentiary Imperative: Studying Results

Chapter 3: The Interpretive Imperative: We Have to Think!

Chapter 4: The Professional Imperative: New Frameworks

Chapter 5: The Global Imperative: Optimizing Convergence

Chapter 6: The Existential Imperative: The Ends of Education

Chapter 7: Achievement with Integrity

About the Author

Dennis Shirley is Professor of Education at the Lynch School of Education at Boston College and Editor-in-Chief of the Journal of Educational Change.

Reviews

"Every now and then that rare book is published that provides a dramatic new argument for a better future for our schools and society. The New Imperatives of Educational Change is such a game changer. Meticulously researched and persuasively argued, here is a book that marshals a wealth of new international evidence on behalf of a broad and humanistic education. It is essential reading for educators, policy makers, and the public."

-Linda Darling-Hammond, President and CEO, Learning Policy Institute and Charles E. Ducommun Professor Emeritus, Stanford University, US

"In this deeply humane book, doing what is right for students as whole and happy individuals, developing their gifts, skills and talents, comes first. But the picture is completed by finally acknowledging that in public education, the individual is not the only beneficiary. Creative, compassionate, critical thinkers are essential to a just and democratic society where all can live and thrive together. It's more than a contribution to our economy. Dennis Shirley rejects the notion that we educate our children so that they can all get good jobs. We educate our children so that we can all live in a good society."

-Lily Eskelsen Garcia, President, National Education Association, US

"Dennis Shirley applies his prodigious knowledge and experience, and inventive mind to produce a powerful framework for understanding the past and shaping the future of educational change. His critique of existing `imperatives' is incisive and devastating in exposing the fundamental flaws of system change models of the past 30 years. A refreshing and insightful read on a big topic."

-Michael Fullan, Professor Emeritus, OISE/University of Toronto, CA

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