Journal of Educational Change最新文献

A mixed methods study of education researchers’ knowledge mobilization approaches 对教育研究人员知识动员方法的混合研究

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-09-06 DOI: 10.1007/s10833-024-09517-w

Elizabeth Farley-Ripple, Stephen MacGregor

{"title":"A mixed methods study of education researchers’ knowledge mobilization approaches","authors":"Elizabeth Farley-Ripple, Stephen MacGregor","doi":"10.1007/s10833-024-09517-w","DOIUrl":"https://doi.org/10.1007/s10833-024-09517-w","url":null,"abstract":"Calls to improve relationships between education research and practice abound, among them efforts to help researchers work in partnership with and communicate more effectively with policy and practice audiences. Recognizing this need, the U.S. National Academies of Science, Engineering, and Medicine have emphasized the importance of integrating knowledge mobilization (KMb) into education research funding frameworks to ensure that research outcomes are both impactful and responsive to the needs of policymakers and practitioners. In our study, we seek to identify and clarify effective strategies for bridging the divide between education research and practice, contributing to the scholarship on educational change by highlighting the potential of KMb to drive research impact. Using a mixed-methods approach, we conducted an inquiry into the KMb practices of education researchers, beginning with a national survey followed by in-depth case studies of ten research projects identified through the survey. Our analysis examines how knowledge is mobilized from the inception of research through its dissemination and identifies the key factors that support effective KMb in these projects. We demonstrate that Kmb has the potential to generate significant impact when research is practice-centered, when stakeholders are actively engaged throughout the research process, and when KMb strategies are tailored to meet the needs of policy and practice audiences. We also highlight examples of how education research has achieved impact. Additionally, we identify key barriers to KMb, including institutional and systemic challenges that hinder its integration into the research process. We conclude that for education research to be truly impactful, it must prioritize relevance to practice from its inception. We advocate for systemic changes such as incorporating KMb training into doctoral programs, recognizing the value of engaged research within institutions, and diversifying funding mechanisms to support KMb activities.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Embracing the essence of student voice…then doing something with the data”: One district’s critical use of evidence "接受学生声音的本质......然后对数据采取行动"：一个地区对证据的批判性使用

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-09-03 DOI: 10.1007/s10833-024-09515-y

Addison Duane, Quinn Hafen, Luca Morales, Tiffany M. Jones, Valerie B. Shapiro

引用次数: 0

External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity? 外部促进者为学校改进所做的实际工作：去专业化还是发展改进能力？

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-08-20 DOI: 10.1007/s10833-024-09514-z

Jaana Nehez, Marcia Håkansson Lindqvist

{"title":"External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?","authors":"Jaana Nehez, Marcia Håkansson Lindqvist","doi":"10.1007/s10833-024-09514-z","DOIUrl":"https://doi.org/10.1007/s10833-024-09514-z","url":null,"abstract":"This article explores external facilitation for school improvement; more specifically, it examines the practical work of external facilitators. It is based on a Swedish case in which facilitators at the Swedish National Agency for Education support low-performing schools. The article aims to develop knowledge about how external facilitators in their practical work both promote and prevent developed understanding and improvement capacity. Based on observations and documents, facilitators’ endeavours and critical situations in their work to support school improvement are identified. The findings show five different endeavours to promote development of understanding and improvement capacity. However, they also show how taking ownership, simplification, and model focus, three of five identified recurring critical situations, prevent such development. The conclusion is that there are several aspects for external facilitators to balance to promote school improvement and turn around low-performing schools. When planning for external facilitation, it is important to consider how the facilitators’ practical work can be adapted to the local contexts of those who are facilitated in order to promote their ownership of the processes. Without balance and adaptation, external facilitation can lead to deprofessionalisation instead of development of improvement capacity.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators 教师的学生发言权实践如何影响学生的参与和成绩：探索作为调节因素的学生发言权的选择、接受度和响应度

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-07-22 DOI: 10.1007/s10833-024-09513-0

Jerusha Conner, Dana L. Mitra, Samantha E. Holquist, Ashley Boat

{"title":"How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators","authors":"Jerusha Conner, Dana L. Mitra, Samantha E. Holquist, Ashley Boat","doi":"10.1007/s10833-024-09513-0","DOIUrl":"https://doi.org/10.1007/s10833-024-09513-0","url":null,"abstract":"Strategies that promote student voice have long been championed as effective ways to enhance student engagement and learning; however, little quantitative research has studied the relationship between student voice practices (SVPs) and student outcomes at the classroom level. Drawing on survey data with 1,751 middle and high school students from one urban district, this study examined how the SVP of seeking students’ input and feedback related to their academic engagement, agency, attendance, and grades. Findings revealed strong associations between this SVP and student engagement. Additionally, results showed that having just one teacher who uses the SVP is associated with significantly greater agency, better math grades, higher grade point averages, and lower absent rates than having no teachers who do so. In models testing interaction effects with choice, responsiveness, and receptivity to student voice, teachers’ receptivity was strongly associated with all outcomes. Few interaction effects were found. This study contributes compelling evidence of the impact of classroom SVPs and teacher receptivity to student voice on desired student outcomes.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenges in sustaining professional learning communities focused on equity 维持注重公平的专业学习社区所面临的挑战

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-07-17 DOI: 10.1007/s10833-024-09511-2

Joonkil Ahn, Osly J. Flores, Anjalé D. Welton, Donald G. Hackmann

{"title":"Challenges in sustaining professional learning communities focused on equity","authors":"Joonkil Ahn, Osly J. Flores, Anjalé D. Welton, Donald G. Hackmann","doi":"10.1007/s10833-024-09511-2","DOIUrl":"https://doi.org/10.1007/s10833-024-09511-2","url":null,"abstract":"Despite the benefits of improving teaching and learning that research evidences, professional learning communities (PLCs) can be challenging to sustain for a sufficient period of time to become deeply engrained within the school’s culture and accepted by teachers as organizational norms. As PLCs strive to achieve a system-level reform and promote educators’ reflective dialogues and shared experiences, they have strong potential to achieve positive changes in teacher perspectives and teaching practices focused on equity. Despite this potential, only a small number of studies have explored the potential of PLCs being used as vehicles to advance equity, and challenges educators can experience in translating PLCs’ collaborative culture into advancing equity are under-researched. Therefore, employing Hord’s (1997) attributes of PLCs as our conceptual framework, we conducted this study to understand how a middle school in the U.S. Midwest sustained its PLC to be deeply permeated in and accepted by the staff as a prevailing organizational culture. This study also aims to identify equity-related challenges educators experienced in the process. Data analysis identified school leaders’ support for staff sense-making of the PLC and the promotion of security and vulnerability as the essential mindset for shared practice and innovation. We also found that issues around educational equity relevant to educator race, English Learners, and inclusive practices for students with special needs were limited and indeed need further development. Implications for school leadership practice and future research are provided in the discussion.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141722042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Culturally responsive-sustaining education and student engagement: a call to integrate two fields for educational change 顺应文化的可持续教育和学生参与：呼吁整合两个领域促进教育变革

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-07-10 DOI: 10.1007/s10833-024-09510-3

Kristy Cooper Stein, Courtney Mauldin, Joanne E. Marciano, Tara Kintz

{"title":"Culturally responsive-sustaining education and student engagement: a call to integrate two fields for educational change","authors":"Kristy Cooper Stein, Courtney Mauldin, Joanne E. Marciano, Tara Kintz","doi":"10.1007/s10833-024-09510-3","DOIUrl":"https://doi.org/10.1007/s10833-024-09510-3","url":null,"abstract":"Historically, scholars in the fields of culturally responsive-sustaining education and student engagement have operated in separate silos, limiting their abilities to foster meaningful and significant change in education. In this conceptual article, we call for scholars in both fields to integrate their scholarship for the purposes of more fully enhancing students’ experiences and learning in schools. To do so, we provide overviews of key ideas in both fields and outline some limitations and challenges that could be addressed by integrating the fields. We also illustrate the synergy and alignment between these fields by using a recently developed tool from the New York State Education Department, The Culturally Responsive-Sustaining Education Framework, to demonstrate how the principles of culturally responsive-sustaining education align closely with the fundamental needs for human engagement outlined in 70 years of psychological research on student engagement. We argue that the integration of these two fields will support implementation of culturally responsive-sustaining education in ways that will positively and meaningfully engage all students in K-12 schools.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141585121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems 地方学习景观：分散教育系统中教师和学校基于地方的专业学习概念化

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-07-04 DOI: 10.1007/s10833-024-09508-x

Toby Greany, Tom Cowhitt, Andy Noyes, Cath Gripton, Georgina Hudson

{"title":"Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems","authors":"Toby Greany, Tom Cowhitt, Andy Noyes, Cath Gripton, Georgina Hudson","doi":"10.1007/s10833-024-09508-x","DOIUrl":"https://doi.org/10.1007/s10833-024-09508-x","url":null,"abstract":"This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning by teachers is associated with improvements in children’s outcomes. Most research in this area focuses on evaluating formal professional development programmes provided by external, non-school organisations. However, in practice, much professional learning is informal and takes place ‘on the job’. Meanwhile, in many systems globally, school leaders have been granted increased autonomy, for example taking on responsibility for the recruitment and professional development of staff. In these contexts, traditional place-based providers of professional development, such as Local Authorities and school districts, have been rolled back, while school leaders have been encouraged to draw on a wider marketplace of provision. These developments might create space for agency and innovation, but also present risks in terms of coherence, quality, and equity. For these reasons, we argue that there is a need to conceptualise the ways in which formal and informal learning occurs across complex local learning landscapes. We describe the iterative process through which the conceptual framework was developed before setting out the framework itself and the bodies of research and theory which underpin it. We draw on our empirical research using the framework in England to illustrate its three main contributions: as a heuristic device, an analytical tool, and an example of methodological innovation. We conclude by highlighting key implications for educational stakeholders, arguing that strengthening coherence, quality and equity across local learning landscapes in decentralised school systems requires attention to system governance and design as well as leadership and locality dynamics.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Layering and institutional change: framework plan revision in Norwegian early childhood education and care 分层和机构变革：挪威幼儿教育和保育框架计划的修订

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-07-04 DOI: 10.1007/s10833-024-09512-1

Anne Homme, Kari Ludvigsen, Hilde Danielsen

{"title":"Layering and institutional change: framework plan revision in Norwegian early childhood education and care","authors":"Anne Homme, Kari Ludvigsen, Hilde Danielsen","doi":"10.1007/s10833-024-09512-1","DOIUrl":"https://doi.org/10.1007/s10833-024-09512-1","url":null,"abstract":"Central among a range of reforms and policy measures aimed at enhancing the quality and social cohesion of Norwegian early childhood education and care (ECEC) services is the 2017 Framework Plan for Kindergartens. In this article, we investigate the policy formation process and how framework plan reform has been carried out by public and private stakeholders at different levels. The reform is explored as institutional layering, referring to theoretical contributions that stress the role of incremental development and gradual institutional change. We ask: What are the policies added, and to what extent do added policies instigate institutional change? This article relies on qualitative document analyses, semistructured interviews, and quantitative survey data. We find high legitimacy for the framework plan in the ECEC sector, and informants broadly regard it as a continuation of earlier versions of the plan. Our analysis further shows that the implementation of the 2017 framework plan reform cannot be viewed in isolation, as it interacts with other reforms, trends, and instruments in the sector. We argue that blending reform design features with existing values and practices adds layers to Norwegian ECEC, instigating change. The analysis points to the need for further research on how national educational reforms are implemented in complex settings and to investigate the relationships between policy design and measures and between policy outcomes and ambitions. The relationships between different measures can be unclear to local implementers. Thus, we stress the importance of considering how reform outcomes depend on intertwined reforms and varying local conditions regarding capacity, norms, and values.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective 我们如何理解和促进有实证依据的教育变革？从系统角度进行范围界定审查

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-06-18 DOI: 10.1007/s10833-024-09506-z

K. Vanlommel, S. N. van den Boom-Muilenburg

引用次数: 0

Large-scale school improvement: results of and conditions for systemic changes within coupled school systems 大规模学校改进：耦合学校系统内系统变革的结果和条件

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-06-12 DOI: 10.1007/s10833-024-09509-w

Carl-Henrik Adolfsson

引用次数: 1