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Journal of Educational Change最新文献

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Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis 随着时间的推移，非正式网络是否正式化了？用自我中心分析法分析英国的学校网络和多学院信托成员
IF 2.8 2区 教育学
Journal of Educational Change Pub Date : 2023-07-13 DOI: 10.1007/s10833-023-09485-7
T. Greany, Thomas Cowhitt, Christopher Downey
{"title":"Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis","authors":"T. Greany, Thomas Cowhitt, Christopher Downey","doi":"10.1007/s10833-023-09485-7","DOIUrl":"https://doi.org/10.1007/s10833-023-09485-7","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41707088","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
The ebbs and flows of equity work amongst organizational shocks and crises 公平工作在组织冲击和危机中的起伏
IF 2.8 2区 教育学
Journal of Educational Change Pub Date : 2023-07-06 DOI: 10.1007/s10833-023-09484-8
C. Voulgarides, David E. DeMatthews
{"title":"The ebbs and flows of equity work amongst organizational shocks and crises","authors":"C. Voulgarides, David E. DeMatthews","doi":"10.1007/s10833-023-09484-8","DOIUrl":"https://doi.org/10.1007/s10833-023-09484-8","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361081","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
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era. 为正义重新设置特殊教育：关于新冠肺炎疫情深层次变革的逻辑和基础设施的文章
IF 2.5 2区 教育学
Journal of Educational Change Pub Date : 2023-05-03 DOI: 10.1007/s10833-023-09483-9
Sarah L Woulfin, Britney Jones
{"title":"Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era.","authors":"Sarah L Woulfin, Britney Jones","doi":"10.1007/s10833-023-09483-9","DOIUrl":"10.1007/s10833-023-09483-9","url":null,"abstract":"<p><p>COVID-19 shocked the education system, disrupting the policies and practices of special education over multiple school years. This essay brings together the institutional logics perspective and racialized organization theory to first examine aspects of special education and then describe how leaders and teachers can improve special education to target inequities. We illustrate features of three logics of special education: compliance, intervention, and equity. We explain how these logics are racialized structures in the special education field. Applying an agentic stance, we portray how leaders and teachers draw on multiple, competing logics of special education. Next, we highlight how infrastructure enables leaders and teachers to enact the equity model of special education. In sum, this essay encourages improving infrastructural elements and confronting racism and ableism to re-envision special education in the face of COVID-disruptions.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":"1-20"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10154755/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48568352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Docility and dilemmas: Mapping ‘performative evaluation’ and informal learning 可指导性与困境：“表演性评价”与非正式学习的映射
IF 2.8 2区 教育学
Journal of Educational Change Pub Date : 2023-04-07 DOI: 10.1007/s10833-023-09480-y
A. Clapham
{"title":"Docility and dilemmas: Mapping ‘performative evaluation’ and informal learning","authors":"A. Clapham","doi":"10.1007/s10833-023-09480-y","DOIUrl":"https://doi.org/10.1007/s10833-023-09480-y","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"24 1","pages":"1077-1098"},"PeriodicalIF":2.8,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940208","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
Correction to: Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership 更正:相互依赖的级联网络:检查如何以及何时在地区中心办事处合作伙伴关系中发生协调变化
2区 教育学
Journal of Educational Change Pub Date : 2023-03-25 DOI: 10.1007/s10833-023-09482-w
Angel X. Bohannon, Cynthia E. Coburn
{"title":"Correction to: Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership","authors":"Angel X. Bohannon, Cynthia E. Coburn","doi":"10.1007/s10833-023-09482-w","DOIUrl":"https://doi.org/10.1007/s10833-023-09482-w","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136001852","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
Co-creation and decision-making with students about teaching and learning: a systematic literature review 与学生共同创造与决策教与学:系统的文献回顾
IF 2.8 2区 教育学
Journal of Educational Change Pub Date : 2023-03-24 DOI: 10.1007/s10833-023-09481-x
Esther M. A. Geurts, R. Reijs, H. Leenders, M. Jansen, C. Hoebe
{"title":"Co-creation and decision-making with students about teaching and learning: a systematic literature review","authors":"Esther M. A. Geurts, R. Reijs, H. Leenders, M. Jansen, C. Hoebe","doi":"10.1007/s10833-023-09481-x","DOIUrl":"https://doi.org/10.1007/s10833-023-09481-x","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":"1-23"},"PeriodicalIF":2.8,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48366308","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
Beliefs, perception, and change: A study of ego network influence on first-year teachers 信念、知觉与改变:一年级教师自我网络影响的研究
IF 2.8 2区 教育学
Journal of Educational Change Pub Date : 2023-02-04 DOI: 10.1007/s10833-023-09479-5
K. French, C. D. Lee, Andrea L. Zellner
{"title":"Beliefs, perception, and change: A study of ego network influence on first-year teachers","authors":"K. French, C. D. Lee, Andrea L. Zellner","doi":"10.1007/s10833-023-09479-5","DOIUrl":"https://doi.org/10.1007/s10833-023-09479-5","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"24 1","pages":"1053-1075"},"PeriodicalIF":2.8,"publicationDate":"2023-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42413641","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
Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership 相互依存的级联网络：研究地区中央办公室伙伴关系中如何以及何时发生协调变化
IF 2.8 2区 教育学
Journal of Educational Change Pub Date : 2023-01-30 DOI: 10.1007/s10833-023-09478-6
Angel X. Bohannon, C. Coburn
{"title":"Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership","authors":"Angel X. Bohannon, C. Coburn","doi":"10.1007/s10833-023-09478-6","DOIUrl":"https://doi.org/10.1007/s10833-023-09478-6","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"24 1","pages":"1025-1052"},"PeriodicalIF":2.8,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43671493","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
"I knew it was a problem before, but did I really?": Engaging teachers in data use for equity. “我以前就知道这是个问题，但我真的知道吗?:让教师参与数据的公平使用
IF 2.5 2区 教育学
Journal of Educational Change Pub Date : 2023-01-18 DOI: 10.1007/s10833-022-09477-z
Stephanie L Dodman, Elizabeth K DeMulder, Jenice L View, Stacia M Stribling, Rebecca Brusseau
{"title":"\"I knew it was a problem before, but did I really?\": Engaging teachers in data use for equity.","authors":"Stephanie L Dodman, Elizabeth K DeMulder, Jenice L View, Stacia M Stribling, Rebecca Brusseau","doi":"10.1007/s10833-022-09477-z","DOIUrl":"10.1007/s10833-022-09477-z","url":null,"abstract":"<p><p>In current contexts of education, educators are tasked with using data, most often without any critical preparation to do so. In this way, data are presented as objective measures of student progress and participation in school without consideration of the systemic and structural influences on that progress and participation. This article reports on a proposed framework for preparing educators to engage in critical data-driven decision making as an engine of disrupting classroom and school-based systemic inequity through data use. We argue that if educators are to use data in ways that acknowledge the inequities of schooling and act in ways to trigger change, we must prepare them to engage with data differently. The framework we describe, <i>data use for equity</i>, integrates data and equity literacies in this service. We use case study to report on the outcomes of a professional development project guided by this conceptual framework of data use for equity. Participants engaged in professional development that utilized a School and Classroom Equity Audit as a triggering data event and explicitly attended to the relationship of culture and education. Findings demonstrated that professional development in data use for equity enhanced participants' sense of agency, perceptions of equity and data, and perceived multicultural capacities. Findings also demonstrated that while participants made progress in strengthening their data and equity literacies on almost all indicators through the yearlong professional development, developing data use for equity must be an ongoing effort.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":"1-29"},"PeriodicalIF":2.5,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9845823/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41509937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher attributions of workload increase in public sector schools: Reflections on change and policy development. 公立学校工作量增加的教师归因:对变化和政策发展的反思
IF 2.8 2区 教育学
Journal of Educational Change Pub Date : 2023-01-06 DOI: 10.1007/s10833-022-09476-0
Meghan Stacey, Susan McGrath-Champ, Rachel Wilson
{"title":"Teacher attributions of workload increase in public sector schools: Reflections on change and policy development.","authors":"Meghan Stacey, Susan McGrath-Champ, Rachel Wilson","doi":"10.1007/s10833-022-09476-0","DOIUrl":"10.1007/s10833-022-09476-0","url":null,"abstract":"<p><p>In education systems around the globe influenced by neoliberalism, teachers commonly experience reforms which emphasise local responsibility and accountability. Teachers additionally work within what has been described as an era of social acceleration and associated \"fast policy\", with a perceived increase in the pace of reform. In this article, we present data drawn from a large (N = 18,234) survey of Australian public-school teachers' work. Analysis of both quantitative and qualitative reports indicates a widespread teacher perception of workload increase from 2013 to 2017, and the attribution of such increase to the introduction of policy initiatives including, but not limited to, school autonomy reform. Our findings have implications for education policy in Australia and beyond, with an erosion of teacher trust suggesting the need for more sustainable and consultative forms of \"slow democracy\" in education policy.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":"1-23"},"PeriodicalIF":2.8,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9816537/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41895936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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