A systematic literature review of barriers and supports: initiating educational change at the system level

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-08-08 DOI:10.1080/13632434.2022.2113050

Felicity I. McLure, Jill M. Aldridge

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引用次数: 2

Abstract

ABSTRACT The purpose of this systematic literature review of empirical studies was to analyse the results of 20 years of research, related to education reform, to identify factors that support or hinder change efforts. An electronic search identified a total of 160 relevant primary studies published between 2000 and 2020 that were included in the review. Whilst recognising that change processes are not linear, this paper reports factors (possibilities and constraints) that are reported in the literature as change is planned for and introduced into schools. The review suggests that, to heighten the success of change initiatives at the initial stage, those designing and mandating the changes need to consider six overarching factors: coordination of the reform; coherence between goals, strategies and professional learning and the vision and needs of the school; connection between the new reform and ongoing changes occurring across schools; flexibility of the reform to address different needs between schools and within schools; fit with sociocultural factors found in each school context; and construction of school leadership capacity to manage change.

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对障碍和支持的系统文献综述:在系统层面启动教育变革

摘要本研究旨在分析20年来有关教育改革的研究结果，以确定支持或阻碍改革努力的因素。电子检索确定了2000年至2020年间发表的160项相关主要研究，这些研究被纳入了综述。虽然认识到变化过程不是线性的，但本文报告了文献中报道的变化计划和引入学校时的因素(可能性和约束)。审查表明，为了在最初阶段提高变革倡议的成功程度，设计和授权变革的人需要考虑六个首要因素:改革的协调;目标、策略和专业学习与学校的愿景和需求之间的一致性;新改革与学校正在发生的变化之间的联系;改革的灵活性，以应付学校之间和学校内部的不同需要;与每个学校背景下的社会文化因素相适应;以及管理变革的学校领导能力建设。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.