Generational Identity, Educational Change, and School Leadership

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A01=Corrie Stone-Johnson
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Author_Corrie Stone-Johnson
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Baby Boomer
Boomer Teachers
Category1=Non-Fiction
Category=H
Category=JBCC
Category=JFC
Category=JNA
Category=JNF
Category=JNK
Category=JNMT
Category=JNT
Category=NH
COP=United Kingdom
Data Sets
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education policy
educational administration
Educational Change Efforts
Emotional Exhaustion
eq_history
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eq_non-fiction
eq_society-politics
Fi Reman
generation theory
Generation X
Generation Xers
Generational identity
Generational Interpretative Framework
High Stakes Reform
Job Motivation
Language_English
Large National Datasets
Large Scale National Data
Latch Key Children
Latchkey Kids
leadership roles
Mid-to Late Career
Middle School Social Studies Teacher
millennials
multigenerational
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Peer Personalities
Personal Interpretative Framework
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professional development
Professional Learning Communities
Professional Self-understanding
PS=Active
Sass Data
school leadership
Secular Crisis
softlaunch
standardization
Subjective Educational Theory
Task Perception
Weaker Work Ethic

Product details

  • ISBN 9780367196011
  • Weight: 230g
  • Dimensions: 152 x 229mm
  • Publication Date: 07 Jun 2019
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
  • Language: English
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Generational identity plays a large role in how teachers view educational change and school reform. Teachers of the Boomer generation, an era characterized by optimism and innovation, tend to be more resistant to change than those of Generation X, for whom standardization represents the norm, not a shift. This volume reviews five decades of research on educational change and teachers’ varying responses to it from a generational perspective, providing school leaders with insight on how best to relate to these groups to achieve a common goal. Through ongoing professional development oriented by multigenerational grouping, teachers and school leaders can define success and create a multigenerational understanding of what good teaching and leadership look like.

Corrie Stone-Johnson is Assistant Professor of Educational Leadership and Policy at University of Buffalo, SUNY, USA.