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Book Review: Changing the School Culture

Book Review: Changing the School Culture Australian Journal of Education promotes a culture 'which is learning focused, curious about what it does not know, experimental in its development and rarely fearful of its mistakes' (p.SI). He wants to ensure that students do not cling to worn-out, old ideas, but recog­ nise how, when and where to replace them. He is keen that students know how to learn. One key theme is 'the importance of creating the optimum conditions for human potential to be released' (p.118). Here Whitaker is concerned not simply with the potential of students and the need to present the expectations which will challenge them to grow, but also with the potential of staff. Thus principal and senior management must seek out the means to exploit the experience and the creativity of teachers in the pursuit of better solutions. Such a policy is necess­ arily predicated on an internal locus of control and points to the confidence to take decisions. It allows teachers, principals and schools to become proactive and to be 'prospectors', namely people and organisations which use the turbu­ lence of change to sustain an 'innovation edge'. We are encouraged to view change as incentive for experiment and engagingly as the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Changing the School Culture

Australian Journal of Education , Volume 39 (2): 2 – Aug 1, 1995

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Publisher
SAGE
Copyright
© 1995 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419503900209
Publisher site
See Article on Publisher Site

Abstract

Australian Journal of Education promotes a culture 'which is learning focused, curious about what it does not know, experimental in its development and rarely fearful of its mistakes' (p.SI). He wants to ensure that students do not cling to worn-out, old ideas, but recog­ nise how, when and where to replace them. He is keen that students know how to learn. One key theme is 'the importance of creating the optimum conditions for human potential to be released' (p.118). Here Whitaker is concerned not simply with the potential of students and the need to present the expectations which will challenge them to grow, but also with the potential of staff. Thus principal and senior management must seek out the means to exploit the experience and the creativity of teachers in the pursuit of better solutions. Such a policy is necess­ arily predicated on an internal locus of control and points to the confidence to take decisions. It allows teachers, principals and schools to become proactive and to be 'prospectors', namely people and organisations which use the turbu­ lence of change to sustain an 'innovation edge'. We are encouraged to view change as incentive for experiment and engagingly as the

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1995

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