Journal of Educational Change最新文献

Examining boundaries in a large-scale educational research-practice partnership 审查大规模教育研究与实践伙伴关系的界限

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-12-29 DOI: 10.1007/s10833-023-09498-2

Simon Sjölund, Jannika Lindvall

{"title":"Examining boundaries in a large-scale educational research-practice partnership","authors":"Simon Sjölund, Jannika Lindvall","doi":"10.1007/s10833-023-09498-2","DOIUrl":"https://doi.org/10.1007/s10833-023-09498-2","url":null,"abstract":"<p>Research-practice partnerships (RPPs) are emerging as a promising approach for educational change by closing the gap between educational research and practice. However, these partnerships face several challenges, such as addressing cultural differences as well as relationship-building in a historically unbalanced relationship between researchers and practitioners. Scholars have argued that these cultural differences, also called boundaries, have learning potential if approached constructively, but that we need to know more about what characterizes them in an educational context. The aim of this study is to contribute to our understanding of frameworks for RPPs. By analysing 45 hours of video recordings from meetings in an RPP between four researchers and 300 practitioners, the study offers a characterization of seven different boundaries organized into three different boundary themes: a) prerequisites for collaboration, b) collaborative practices, and c) collaborative content. Moreover, the different boundaries affect the positioning of different actors in the RPP. For example, depending on the boundary expressed, teachers are positioned as either flawed implementers or co-inquirers. We argue that the boundaries and different participant positions within the RPPs they reinforce may affect their learning potentials.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"19 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068442","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

Educators, epistemic reflexivity and post-truth conditions 教育工作者、认识论反思性和后真相条件

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-12-19 DOI: 10.1007/s10833-023-09499-1

Christopher T. McCaw, Mary Ryan, Jo Lunn Brownlee

{"title":"Educators, epistemic reflexivity and post-truth conditions","authors":"Christopher T. McCaw, Mary Ryan, Jo Lunn Brownlee","doi":"10.1007/s10833-023-09499-1","DOIUrl":"https://doi.org/10.1007/s10833-023-09499-1","url":null,"abstract":"<p>Under ‘post-truth’ conditions the generation, circulation and status of knowledge are being transformed, with significant implications for institutional trust, social cohesion and public safety. These conditions raise complex challenges and opportunities within education, which plays a potentially pivotal role in supporting communities to respond in an assertive and critical manner. However, little is currently understood about the way key stakeholders within education position themselves epistemically in relation to post-truth conditions. The purpose of this research was to analyse epistemic aspects of educators’ responses to post-truth conditions using a ‘social lab’ methodology, which is a qualitative, action-oriented approach to studying complex social problems. Analysis of data from the social lab, which involved a variety of education stakeholders, identified four epistemic aims (with associated ideals, processes and actions) to orient an educational response to post-truth conditions. However, overall, epistemic aims lacked precision and contextual specificity. Furthermore, aims were associated with divergent underpinning epistemological commitments, mirroring divergences in literature on the educational implications of post-truth conditions. Teachers may require additional training to enhance epistemic reflexivity and drive more productive and inclusive conversations about post-truth in classrooms, staffrooms and ITE programs. The findings are suggestive of the complex epistemological and institutional dynamics that need to be negotiated in educational responses to post-truth conditions.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"56 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138745346","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

Can Korea have academic achievement plus well-being? The case of Hyukshin schools 韩国能否实现学业成绩加福利？兵库县学校的案例

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-12-08 DOI: 10.1007/s10833-023-09497-3

Stanton Wortham, Clara Shim, Deoksoon Kim, Dennis Shirley

引用次数: 0

Teachers’ perceived opportunity to contribute to school culture transformation 教师对促进学校文化转型的感知机会

2区教育学

Journal of Educational Change Pub Date : 2023-10-26 DOI: 10.1007/s10833-023-09496-4

Hanna Reinius, Kai Hakkarainen, Kalle Juuti, Tiina Korhonen

{"title":"Teachers’ perceived opportunity to contribute to school culture transformation","authors":"Hanna Reinius, Kai Hakkarainen, Kalle Juuti, Tiina Korhonen","doi":"10.1007/s10833-023-09496-4","DOIUrl":"https://doi.org/10.1007/s10833-023-09496-4","url":null,"abstract":"Abstract Teachers’ active role in school development has been recognized as important in school culture transformation. Leadership practices, such as distributed leadership and organizational support, aim to engage teachers and foster their participation and contribution opportunities. However, studies have shown that teachers’ earlier experiences and beliefs shape their participation activities. To facilitate school culture transformation and the development of pedagogical practices, it is important to understand how teachers position themselves as school developers. This interview study aims to explore what kinds of views teachers express regarding school development work and teacher collaboration, along with how these views influence their perceived opportunity to contribute to school culture transformation. Altogether, 35 teachers from three schools in Helsinki, Finland, were interviewed. The analysis revealed five teacher profiles and, thus, five different ways of approaching school culture transformation: (1) Visioner , (2) Responsibility Bearer , (3) Participating Observer , (4) Traditionalist , and (5) Stressed Withdrawer . Teachers’ orientation to school development work and received organizational support influenced teachers’ perceived contribution opportunities. Furthermore, the identified profiles experienced the needed organizational support for school development work differently; for some, it was mainly common time for collaboration, while for others, it meant reorganized structures. The results indicate that diverse support is needed to engage the whole teacher community in school culture transformation and that school leaders need to pay attention to how the distributed leadership model benefits all teachers, not just the visionary ones.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381194","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

Resituating place within learning in schools as COVID-19 response 作为COVID-19应对措施，在学校学习中恢复位置

2区教育学

Journal of Educational Change Pub Date : 2023-10-08 DOI: 10.1007/s10833-023-09495-5

Jasmine Alvarado

引用次数: 0

Bridging gaps: a systematic literature review of brokerage in educational change 弥合差距:教育变革中经纪的系统文献综述

2区教育学

Journal of Educational Change Pub Date : 2023-10-07 DOI: 10.1007/s10833-023-09493-7

Beat Rechsteiner, Eva Kyndt, Miriam Compagnoni, Andrea Wullschleger, Katharina Maag Merki

{"title":"Bridging gaps: a systematic literature review of brokerage in educational change","authors":"Beat Rechsteiner, Eva Kyndt, Miriam Compagnoni, Andrea Wullschleger, Katharina Maag Merki","doi":"10.1007/s10833-023-09493-7","DOIUrl":"https://doi.org/10.1007/s10833-023-09493-7","url":null,"abstract":"Abstract Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The brokerage concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors ( brokers ) link loosely coupled or disconnected individuals ( brokering ). However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135253998","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

Coaching for equity-oriented continuous improvement: Facilitating change 指导以股权为导向的持续改进:促进变革

2区教育学

Journal of Educational Change Pub Date : 2023-09-26 DOI: 10.1007/s10833-023-09494-6

Erin Anderson, Samantha Davis

引用次数: 0

What do we know about interventions to improve educator wellbeing? A systematic literature review 我们对改善教育工作者福祉的干预措施了解多少?系统的文献综述

2区教育学

Journal of Educational Change Pub Date : 2023-09-14 DOI: 10.1007/s10833-023-09490-w

Rachel Cann, Claire Sinnema, Joelle Rodway, Alan J. Daly

{"title":"What do we know about interventions to improve educator wellbeing? A systematic literature review","authors":"Rachel Cann, Claire Sinnema, Joelle Rodway, Alan J. Daly","doi":"10.1007/s10833-023-09490-w","DOIUrl":"https://doi.org/10.1007/s10833-023-09490-w","url":null,"abstract":"Abstract This systematic literature review summarises the research into interventions intended to improve the wellbeing of educators in the early childhood to secondary sectors. A search of articles published between 2000 and 2020 yielded 23 articles that met our inclusion criteria. Studies were included if they collected quantitative or qualitative data about educator wellbeing pre-intervention and post-intervention from the same group(s) of educators. We classified articles into five categories based on their content: multi-foci (several content areas included in a program), mindfulness, gratitude, professional development (classroom practice oriented), and physical environment. The articles revealed wide variations in: wellbeing theories underpinning interventions, the phenomena measured, and the effectiveness of the interventions. In some studies wellbeing was conceptualised as the absence of negative states (such as stress), in other studies to the presence of positive states (such as satisfaction), and in a few studies as the combination of both these approaches. Some of the gaps noted across the research include the lack of attention to the role of the school climate in determining the success of an intervention, and the lack of analysis to explore whether interventions work better for some individuals than others (for example, a lack of reporting of the characteristics of participants who drop out of the interventions). Overall, the multi-foci interventions show the most promise for improving educator wellbeing.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135488348","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: 1

Professional learning in global networks: Lessons from ARC 全球网络中的专业学习：ARC的经验教训

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-08-29 DOI: 10.1007/s10833-023-09492-8

Joelle M. Pedersen, Caitlin E. Long, Trista Hollweck, Min Jung Kim

引用次数: 0

“I was on an Island”: COVID-19 impacts on educator collegiality “我在一个岛上”:COVID-19对教育工作者合作的影响

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-08-23 DOI: 10.1007/s10833-023-09489-3

Kathryn Schiller, K. Wilcox, Aaron Leo, Maria I. Khan, José Antonio Mola Ávila

引用次数: 0