Andrew (Andy) Hargreaves, Dennis Shirley - The Fourth Way_ The Inspiring Future for Educational Change-Corwin (2009)

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About the AuthorsAndy Hargreaves is the Thomas More Brennan Chair in the LynchSchool of Education at Boston College. Prior to coming to Boston College,he taught primary school and lectured in several English universities,including Oxford. In addition, he was cofounder and director of theInternational Centre for Educational Change at the Ontario Institute forStudies in Education in Toronto. He has held numerous prestigious visitingprofessorships in Canada, Hong Kong, Japan, Sweden, Spain, the UnitedKingdom, and the United States. Currently, he is the elected VisitingProfessor at the Institute of Education in London. He has received theWhitworth Award for outstanding contributions to educational researchin Canada and was awarded a writing residency at the Villa Serbelloni inBellagio, Italy, by the Rockefeller Foundation.Andy is the founder and Editor-in-Chief of the Journal of EducationalChange. He is leading editor of the first and second InternationalHandbooks of Educational Change. His books have achieved outstandingwriting awards from the American Educational Research Association,the American Libraries Association, and the American Association ofColleges for Teacher Education. His books have been translated into manylanguages. His most recent books are Sustainable Leadership (with DeanFink, 2006), and Change Wars (with Michael Fullan, 2008). Andy presentsto and consults widely with governments, foundations, teacher unions,administrator associations, and other groups across the world. His currentresearch is on organizations that perform above expectations in education,health, business, and sport.Dennis Shirley is professor at the Lynch School of Education at BostonCollege. Dennis’s educational work spans from the nitty-gritty microlevelof assisting beginning teachers in complex school environments to themacrolevel of designing and guiding large-scale research and interventionprojects for school districts, states, and networks. Dennis was the first U.S.scholar to document the rise of community organizing as an educationalchange strategy, and his activities in this arena have led to multiple longtermcollaborations and a steady stream of speaking engagements andvisiting professorships in Austria, Canada, Germany, Ireland, Italy, Japan,Spain, the United Kingdom, and the United States.xvii
xviiiThe Fourth WayAlong with Andy Hargreaves, Dennis publishes frequently in EducationalLeadership, the Phi Delta Kappan, Teachers College Record, andEducation Week. The two recently conducted a study of more than 300secondary schools in the United Kingdom affiliated with the RaisingAchievement, Transforming Learning network of the Specialist Schoolsand Academies Trust. In addition, they have just completed a study of theAlberta (Canada) Initiative for School Improvement, a network sponsoringlateral learning within and across schools in the world’s second highest–achieving jurisdiction after Finland.A fluent speaker of German, Dennis recently has spoken at and advisedthe Free University of Berlin, the University of Vienna, the Universityof Hildesheim, and the University of Dortmund on topics ranging fromcommunity engagement in schools to the reform of teacher education. Athome in Boston, Massachusetts, Dennis is in the fifth year of leading ateacher inquiry seminar along with teacher leader Elizabeth MacDonald.This seminar is described in their recently published Teachers CollegePress book entitled The Mindful Teacher.Dennis has received numerous scholarly awards, including fellowshipsfrom the Alexander von Humboldt Foundation in Bad Godesberg, Germany,and the Rockefeller Study and Conference Center in Bellagio, Italy. Heholds a doctoral degree from Harvard University.
Page 2 and 3: Advance Praise forThe Fourth Way: T
Page 4: The
Page 8: ContentsPrefaceAcknowledgmentsAbout
Page 11 and 12: xThe Fourth Wayon hard work compare
Page 13 and 14: xiiThe Fourth Wayof teaching and le
Page 15 and 16: xivThe Fourth Wayand report on the
Page 17: xviThe Fourth WayShirley, D. (1997)
Page 21 and 22: There is no debt without memory.—
Page 23 and 24: 2 The Fourth Way•• Finland is t
Page 25 and 26: 4 The Fourth Waythe ability of the
Page 27 and 28: 6 The Fourth WayThe Interregnum ofC
Page 29 and 30: 8 The Fourth Wayleaders was nonexis
Page 31 and 32: 10 The Fourth Waypressure intensifi
Page 33 and 34: 12 The Fourth Waylevels of creative
Page 35 and 36: 14 The Fourth WayIn the New Public
Page 37 and 38: 16 The Fourth Wayinto schools to re
Page 39 and 40: 18 The Fourth Waythat included prin
Page 41 and 42: The managerially minded almostalway
Page 43 and 44: 22 The Fourth WayDewey’s lectures
Page 45 and 46: 24 The Fourth WayTwo highly influen
Page 47 and 48: 26 The Fourth WayOnly through a car
Page 49 and 50: 28 The Fourth Wayand making midcour
Page 51 and 52: 30 The Fourth WayIn education today
Page 53 and 54: 32 The Fourth Wayclass of students
Page 55 and 56: 34 The Fourth Wayafter they allowed
Page 57 and 58: 36 The Fourth WayThe details matter
Page 59 and 60: 38 The Fourth Waydata to draw us aw
Page 61 and 62: 40 The Fourth Way••In Ontario,
Page 63 and 64: 42 The Fourth Wayobsessed with meet
Page 65 and 66: 44 The Fourth Waytechnocracy, and e
Page 67 and 68: I lift up mine eyes unto the hills,
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48 The Fourth Way•• The Second
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50 The Fourth Wayhave always stood
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52 The Fourth WayWe visited schools
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54 The Fourth Waywell. Individual c
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56 The Fourth WayThe project was en
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58 The Fourth WayThe Assistant Head
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60 The Fourth Wayshallow roots” t
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62 The Fourth Wayfor student socioe
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64 The Fourth WayTen years later, t
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66 The Fourth Waylearning in school
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68 The Fourth Way••authority al
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They must often change, who would b
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72 The Fourth WayIn Linda Darling-H
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74 The Fourth Wayready for them—o
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76 The Fourth WayNow the credit cru
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78 The Fourth Waypublic discourse a
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80 The Fourth Wayin places like Ger
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82 The Fourth Waypartnerships in ed
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84 The Fourth Waygained through eng
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86 The Fourth Waygoals, openness to
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88 The Fourth WayThree Principles o
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90 The Fourth Waythe profession onc
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92 The Fourth Waybureaucracy, teach
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94 The Fourth Waydiscussed the impa
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96 The Fourth Way•• a different
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98 The Fourth Wayin creativity or i
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100 The Fourth Way••The Alberta
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102 The Fourth Wayresponsibility to
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104 The Fourth Way4. Differentiatio
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106 The Fourth Waythese failed to i
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108 The Fourth WayFigure 4.2 Third
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110 The Fourth WayFigure 4.3 Third
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EndnotesPreface1. El-Erian, M. A. (
Page 136 and 137:
Endnotes 115change and continuity.
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Endnotes 11734. Barber, M. (2007).
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Endnotes 11920. Sennett, R. (2008).
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Endnotes 12154. Meštrović, S. G.
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Endnotes 12320. Shah, S., & Medirat
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Endnotes 1259. This is now advocate
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Endnotes 127Hargreaves, D. (2004).
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Endnotes 129Hill, R., & Matthews, P
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132 The Fourth Wayteacher quality a
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134 The Fourth Waystudent employmen
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136 The Fourth Waysustainable educa
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138 The Fourth WayMoral purpose, 76
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140 The Fourth Wayvisionary inspira
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142 The Fourth Waymoral issues/resp
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Andrew (Andy) Hargreaves, Dennis Shirley - The Fourth Way_ The Inspiring Future for Educational Change-Corwin (2009)

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