Barker, J. (1992). Future edge: discovering the new paradigms of success. New York: William Morrow and Company, Inc.
Provides a clear overview of the way that paradigms often serve to block change and adaptation in organizations faced with turbulence. Profiles various figures such as paradigm pioneers. Offers strategies for organizational success in making the paradigm shifts required by new conditions.
Carnevale, A. (1988) Workplace basics: the skills employers want. Alexandria, VA: American Society for Training and Development.
Outlines major skill areas required for successful competition in a highly technological, global economy, including the importance of learning how to learn, working in teams, negotiating and solving problems creatively.
Davis, S. Future perfect (1987). Reading, MA: Addison-Wesley Publishing Company, Inc.
Offers an approach to planning which supports freedom from old mind-sets and a more open-minded perspective than traditional strategic planning models. Shows how this approach is better suited to managing discontinuous change.
Finkel, L. (1990). "Moving your district toward technology." School ?Administrator Special Issue: Computer Technology Report; p35-38.
Outlined are dos and don'ts that will help a district to move toward increased technology use in schools. Areas covered are teacher training, computer access, computer location, leadership, and technology plans. (SI)
Fullan, M. and Miles, M. (1992). "Getting reform right: what works and what doesn't." Phi Delta Kappan; v73, n10, p744-52.
Instead of developing a new strategy for each reform wave, educators must learn how to foster continuous improvement. Reforms often fail because of faulty maps of change, complex problems, overreliance on symbols, superficial solutions, misunderstood resistance, attrition, and misuse of
knowledge. Success means recognizing change as a systemic, resource-hungry, locally inspired journey into uncertainty and complex problem solving.
Glickman, C. (1992). "The essence of school renewal: the prose has begun." Educational Leadership, 50:1, 24-27.
Warns that the growing acceptance of school restructuring efforts may prove dangerous as advocates enact sweeping proposals without the proper grounding in a set of principles developed by the participants. Expresses concern about bandwagon effects.
Hanson, E. (1991). Educational marketing and the public schools: policies, practices and problems. Riverside, CA: California Educational Research Cooperative.
Explains how marketing relates to public schools and how schools may develop marketing mechanisms to draw schools and their communities into productive and supportive relationships.
Herman, J. and Winters, L. (1992). Tracking your school's success: a guide to sensible evaluation. Newbury Park, CA: Corwin Press.
Offers a practical approach to qualitative and formative program evaluation in order to guide school change efforts. The approach is especially suited to site based planning groups without much formal evaluation expertise.
Joyce, B. and Showers, B. (1983). Power in staff development through research in training. Alexandria, Virginia: ASCD.
Outlines the characteristics of staff development programs that have been proven effective by research. Provides models for the creation of district programs.
McCauley, C. (1990). Effective school principals: competencies for meeting the demands of educational reform. Greensboro, N.C.: Center for Creative Leadership.
Advances a list of competencies which school leaders will need during the coming decade in order to meet the kinds of changes schools will be facing. Explains the importance of each skill.
Schwartz, P. (1991). The art of the long view: planning for the future in an uncertain world. New York: Doubleday Currency.
Makes a case for scenario-building as a planning strategy to prepare organizations for uncertain futures. Provides a step-by-step outline of how to proceed .
Sydow, J. and Kirkpatrick, C. (1992) "Inject reality into your technology planning." School Administrator; v49, n4, p31-33.
Presents a technology-planning framework for administrators that facilitates development of a strategic plan. The process includes planning the planning, benchmarking the current status of district technology use, envisioning future trends, identifying stakeholders' needs and wants, developing the technology model, identifying resource requirements, and developing a strategic plan of direction for creating detailed annual tactical plans.
Toffler, A. (1990). Powershift: knowledge, wealth and violence at the edge of the 21st century. New York: Bantam Books.
Describes how influence is shifting to those nations with the largest percentage of brainworkers as the ability to manage information has become the pre-eminent source of power in the global village. Suggests that schools must radically alter their missions to prepare young people for such a future.
Tucker, R. (1991). Managing the future: 10 driving forces of change for the '90s. New York: G. P. Putnam's Sons.
Explains ten driving forces such as lifestyle, convenience, techno-edge and quality which have become major factors in winning market share. Shows how companies can thrive by addressing these forces in their strategies.