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Generational Identity, Educational Change, and School Leadership

Corrie Stone-Johnson
€229.40
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A01=Corrie Stone-Johnson
Author_Corrie Stone-Johnson
Baby Boomer
Boomer Teachers
Category=JBCC
Category=JNA
Category=JNF
Category=JNK
Category=JNMT
Category=JNT
Category=NH
Data Sets
education policy
educational administration
Educational Change Efforts
educational reform research
Emotional Exhaustion
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eq_history
eq_isMigrated=1
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eq_nobargain
eq_non-fiction
eq_society-politics
Fi Reman
generation theory
Generation X
Generation Xers
Generational identity
Generational Interpretative Framework
generational perspectives in education reform
High Stakes Reform
Job Motivation
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
multigenerational faculty dynamics
Peer Personalities
Personal Interpretative Framework
professional development
professional development strategies
Professional Learning Communities
Professional Self-understanding
Sass Data
school change management
school leadership
Secular Crisis
standardization
Subjective Educational Theory
Task Perception
teacher generational differences
teacher motivation studies
Weaker Work Ethic

Product details

  • ISBN 9781138846531
  • Weight: 317g
  • Dimensions: 152 x 229mm
  • Publication Date: 08 Apr 2016
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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

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