Journal of Educational Change最新文献_第3页

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":null,"pages":null},"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":null,"pages":null},"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

“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic “我被推出了自己的舒适区，并因此成长了”:大流行期间教师的专业学习和创新

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-08-23 DOI: 10.1007/s10833-023-09491-9

R. Santagata, A. Villavicencio, C. Wegemer, Lora Cawelti, Brandy Gatlin-Nash

引用次数: 0

Valuing COVID-19 as an opportunity to understand teacher agency 将新冠肺炎视为理解教师代理的机会

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-08-23 DOI: 10.1007/s10833-023-09488-4

Jennifer Mansfield, Kathy Smith, Megan Adams, Lydia Wan

引用次数: 0

Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States 进入、扎根和传播:芬兰和美国教育创新传播的行动者网络分析

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-07-26 DOI: 10.1007/s10833-023-09486-6

Kay E. Ramey, Jaakko Hilppö, R. Stevens

引用次数: 0

Primary teachers’ early and retrospective instructional vision of mathematical inquiry 小学教师数学探究的早期回顾性教学视野

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-07-17 DOI: 10.1007/s10833-023-09487-5

K. Makar

引用次数: 0