Journal of Educational Change最新文献_第2页

Reframing teacher professionalism in the era of postneoliberalism: the paradox of South Korean education reform 在后新自由主义时代重塑教师专业精神：韩国教育改革的悖论

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-06-06 DOI: 10.1007/s10833-024-09507-y

Jina Ro

引用次数: 0

Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam 教育系统变革：支持和抑制越南深度学习的文化信仰与实践

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-04-04 DOI: 10.1007/s10833-024-09505-0

Joan DeJaeghere, Vu Dao, Thi Nguyen

{"title":"Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam","authors":"Joan DeJaeghere, Vu Dao, Thi Nguyen","doi":"10.1007/s10833-024-09505-0","DOIUrl":"https://doi.org/10.1007/s10833-024-09505-0","url":null,"abstract":"Global education agendas and scholarly literature are increasingly focused on systems change in education, in part stemming from a concern around student learning. But there is less attention in the literature about cultural change, meaning the everyday narratives, norms, values, and purposes that get enacted and reshaped within education systems. This paper examines everyday cultural practices in schools and in the social arena that contribute to and inhibit efforts toward education system change in Vietnam. It examines the contested narratives, including values and purposes of schooling and goals for learning, that circulate among policymakers, principals, and teachers. The authors draw on data from their long-term engagement with the education system in Vietnam, as well as a mixed methods study of the education system over six years. We show the shared narratives as well as the contestations around learning, pointing to changes that are occurring in the Vietnamese education system. However, a key component of cultural change—a deliberative dialogue that can shift norms and practices—is insufficiently attended to amidst other technical and policy efforts.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140599075","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

Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership 通过国家参与式改革引领复杂的教育变革？芬兰核心课程改革领导力案例

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-03-04 DOI: 10.1007/s10833-024-09502-3

Sanna-Mari Salonen-Hakomäki, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö

{"title":"Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership","authors":"Sanna-Mari Salonen-Hakomäki, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö","doi":"10.1007/s10833-024-09502-3","DOIUrl":"https://doi.org/10.1007/s10833-024-09502-3","url":null,"abstract":"National-level educational administrators constantly face the question of how to ensure that the basic education system successfully meets complex local, national, international, and global challenges, and what is the best way to initiate and drive systemic changes in education amid such complexity and to create value for society. Studies have shown that participative approaches to reform leadership are beneficial; however, in practice, participative incentives are randomly used in national reform contexts. In this article, we present a Finnish case of national participative leadership regarding the Finnish Core Curriculum Reform of 2014 (hereafter FCCR2014). We interviewed key leaders in the FCCR2014 process (n = 23) and analyzed the data from social, personal, interpersonal, and organizational viewpoints with this question in mind: How did administrators responsible for leading the reform develop and lead the participative FCCR2014 process? Sub questions were: (1) What were their goals in developing and leading the reform, and (2) how did they succeed in developing and leading the reform in line with their goals—what was effective and what was not? The results show how participative leadership in a national curriculum reform calls for top leaders to include stakeholders, build and support strong and open collaboration processes, take the risk of losing some of their control, reject strict dichotomizations between strategy formulation and implementation, and consider change leadership a responsible act of giving stakeholders a fair chance to participate in the decision-making that affects their lives. Key aspects to participative leadership included building participation, not quasi-participation; building coherence in complexity—together; and fitting change to the education system with responsible leadership.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036544","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

The importance of care in post-COVID education 关爱在后 COVID 教育中的重要性

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-02-08 DOI: 10.1007/s10833-024-09504-1

Holly Hungerford-Kresser, Molly Wiant Cummins, Carla Amaro-Jiménez

引用次数: 0

Understanding initiators’ problem framing in the initiation of a networked improvement community 了解网络改进社区启动过程中发起者的问题框架

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-02-06 DOI: 10.1007/s10833-023-09501-w

Chad R. Lochmiller, Jennifer R. Karnopp

{"title":"Understanding initiators’ problem framing in the initiation of a networked improvement community","authors":"Chad R. Lochmiller, Jennifer R. Karnopp","doi":"10.1007/s10833-023-09501-w","DOIUrl":"https://doi.org/10.1007/s10833-023-09501-w","url":null,"abstract":"Scholars have argued that problem formulation is an important part of successfully initiating a Networked Improvement Community (NIC/s). Yet, few scholars have studied the problem formulation process at the beginning of a NIC. This study draws upon problem formulation literature to examine how district initiators in one NIC identify and make sense of a specific improvement problem. The study seeks to understand how the problem becomes (or does not become) central to the work of a NIC and thus supportive of the learning activities that ensue. Drawing upon qualitative data collected during a 12-month exploratory study, findings suggest that the absence of a clearly specified problem coupled limited consideration of the initiators’ dispositions both contributed to incoherence in the NIC. This incoherence limited learning opportunities for network participants and the ability of the NIC to widely influence practice in the school district. The findings reinforced the importance of a learning stance, engagement in disciplined inquiry, a systems perspective, a willingness to see others’ perspectives, and a willingness to persist beyond initial efforts are key to initiation. The study contributes to the improvement science literature by defining the importance of problem formulation as a leadership disposition and elevates it as a core action in network initiation. This has implications for educational improvement and change efforts within the United States and internationally, which have shown that problem specification is an important step in successful change activities.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139771626","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

School improvement at the next level of work: the struggle for collective agency in a school facing adversity 在下一个工作层面改进学校工作：在面临逆境的学校中争取集体代理权

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2024-01-19 DOI: 10.1007/s10833-023-09500-x

Elizabeth Zumpe

{"title":"School improvement at the next level of work: the struggle for collective agency in a school facing adversity","authors":"Elizabeth Zumpe","doi":"10.1007/s10833-023-09500-x","DOIUrl":"https://doi.org/10.1007/s10833-023-09500-x","url":null,"abstract":"School improvement depends, fundamentally, upon collective agency—a group capability to work productively together and solve problems. Unfortunately, many schools operate in contexts of adversity that can pose considerable challenges with developing collective agency. Schools serving high-poverty communities of color often face chronic resource shortages, difficulties to reach their students, and negative reputations. Research has shown how such experiences of adversity can invite destructive tendencies that interfere with collective agency—including defensiveness, learned helplessness, and fragmenting conflict. However, prevailing approaches to researching school improvement have obscured insight into how collective agency may develop in adverse contexts. To study this, this paper draws on over 70 hours of participant observation and more than 50 reflective conversations conducted over 1 year with a Californian middle school facing adversity. Drawing on literature about group development and work teams, the article traces interaction patterns in three work groups, including one I led. The study finds clear efforts to develop collective agency at times, but it is a fragile emergence. Across all groups, collective agency becomes enabled when initiative to address a problem combines with manageable tasks, simple solutions, and group affirmation. However, these processes do not enable groups to fully address the complex problems they face, leaving groups vulnerable to recurrent experiences of inefficacy and overwhelm that quash collective agency. The findings offer a new understanding of school improvement amid adversity as a struggle to improve at “the next level of work,” calling for reforms designed to sustain a foundation of collective agency.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515904","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

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":"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.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"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":"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.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"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":null,"pages":null},"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