Journal of Educational Change最新文献_第4页

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

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

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

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

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

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

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 2.8 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

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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

引用次数: 0

Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning. 在面临挑战的情况下适应学校的常规:通过考虑自我调节和集体调节学习的理论来扩展先前的常规理论。

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-01-01 DOI: 10.1007/s10833-022-09459-1

Katharina Maag Merki, Andrea Wullschleger, Beat Rechsteiner

{"title":"Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning.","authors":"Katharina Maag Merki, Andrea Wullschleger, Beat Rechsteiner","doi":"10.1007/s10833-022-09459-1","DOIUrl":"https://doi.org/10.1007/s10833-022-09459-1","url":null,"abstract":"Routines play a major role in educational change in schools. But what happens if the routines performed by school staff fail to deal successfully with current challenges? What strategies aid adaptation of the routines in a specific situation? Up to now, there exists no comprehensive concept for understanding why and at what points the adapting of routines in schools in a specific situation takes a favorable or unfavorable direction. To address this gap, we propose extending theories on routines by considering theories on self-regulated and collectively regulated learning. We consider these theories to be a beneficial complement because of their broad theoretical, methodological, and empirical research base. We argue that these theories enhance the understanding of adapting routines to specific challenging situations in schools. We present a newly developed theoretical framework for dealing with specific challenging situations in schools as an interplay between routines and regulation processes. Finally, important research questions regarding the suggested approach are discussed.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"24 3","pages":"583-604"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9261126/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9973284","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: 2

Immigrant family legal clinic: A case of integrated student supports in a community school context. 移民家庭法律诊所:社区学校背景下的综合学生支持案例

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2023-01-01 Epub Date: 2021-11-10 DOI: 10.1007/s10833-021-09447-x

Marco A Murillo, Christine Abagat Liboon, Karen Hunter Quartz

引用次数: 0