Sustaining reform implementation: a systematic literature review

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2023-01-01 DOI:10.1080/13632434.2023.2171012

Felicity I. McLure, Jill M. Aldridge

引用次数: 1

Abstract

ABSTRACT This systematic literature review analysed research related to education reform published between 2000 and 2020. Empirical evidence from 249 studies identified factors hindering or facilitating the long-term success of reform implementation. Eight overarching, actionable themes were found to influence success. Six themes describe requirements at the school level: the need for shared leadership focused on supporting reform; budgeting and resourcing considerations; the critical role of continuing, high-quality professional learning that is consistent with the reform effort; the need for data collection and evaluation to examine the success of the reform initiative and guide further changes; the importance of engaging stakeholders in the reform process on an ongoing basis; and ensuring staffing stability. At the classroom level, teachers require support in developing a clear understanding of the reform in practice and actionable steps for implementation. Finally, ways in which external entities and advisory teams can help to sustain reform are presented.

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持续改革实施:系统文献综述

本文对2000年至2020年间发表的与教育改革相关的研究进行了系统的文献综述。249项研究的经验证据确定了阻碍或促进改革实施长期成功的因素。研究发现，影响成功的有八个总体的、可操作的主题。六个主题描述了学校层面的要求:需要共同领导，重点是支持改革;预算和资源方面的考虑;与改革工作相一致的持续、高质量的专业学习的关键作用;需要收集和评价数据，以审查改革倡议的成功并指导进一步的变革;让利益攸关方持续参与改革进程的重要性;确保人员编制稳定。在课堂层面，教师需要得到支持，以便在实践中对改革有清晰的认识，并采取可行的实施步骤。最后，介绍了外部实体和咨询小组可以帮助维持改革的方式。

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.