Journal of Educational Change最新文献_第6页

Pushing against the grain: Networks and their systems for sustaining and spreading deeper learning 逆流而上：支持和传播更深层次学习的网络及其系统

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2022-09-08 DOI: 10.1007/s10833-022-09467-1

L. Hernández, L. Darling-Hammond, Julie Adams, Kathryn Bradley, DeAnna Duncan-Grand

引用次数: 2

How online learning can engage students and extend the reach of talented teachers: evidence from a pandemic-era national virtual summer program. 在线学习如何吸引学生并扩大天才教师的影响力：来自疫情时代国家虚拟暑期项目的证据

IF 2.5 2区教育学

Journal of Educational Change Pub Date : 2022-08-24 DOI: 10.1007/s10833-022-09464-4

Beth E Schueler, Martin R West

{"title":"How online learning can engage students and extend the reach of talented teachers: evidence from a pandemic-era national virtual summer program.","authors":"Beth E Schueler, Martin R West","doi":"10.1007/s10833-022-09464-4","DOIUrl":"10.1007/s10833-022-09464-4","url":null,"abstract":"Despite interest in online learning for meeting student needs at scale, existing research finds relatively low levels of engagement in most forms of virtual learning, especially among economically disadvantaged students. This is concerning as the Covid-19 pandemic forced a dramatic increase in remote learning among students and educators who did not specifically opt into the model. We study an early innovative effort to virtually serve such K-12 students and teachers and to capitalize on the unique advantages of distance learning to promote educational equity amid the pandemic. This five-week, largely synchronous, summer program served nearly 12,000 rising 4th-9th graders, mostly low-income students of color. To expand access to excellent educators, \"mentor teachers,\" selected based on merit, provided PD and videos of themselves teaching daily lessons to \"partner teachers\" across the country. We interviewed a representative sample of teachers and analyzed educator, parent, and student surveys. Our study adds to the existing online learning literature by illustrating that it is possible to virtually engage a more generalizable set of students and teachers than have previously been studied and to use technology to extend the reach of talented teachers. Strategies for online engagement that scholars have identified when studying more specialized groups pre-pandemic appear relevant with a more generalizable population, such as the inclusion of meaningful content and a synchronous delivery format. Consistent with prior research, teachers appreciate receiving adaptable curricular materials and differentiated PD. Findings have implications for future uses of online learning, during periods of disruption and more typical times.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":"1-45"},"PeriodicalIF":2.5,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9401201/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45611750","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

Distinguishing aspects of sustainability 可持续性的不同方面

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2022-08-16 DOI: 10.1007/s10833-022-09465-3

A. Tappel, C. Poortman, K. Schildkamp, A. J. Visscher

引用次数: 1

Anatomy of an educational change: The safe learning model, Sierra Leone. 教育变革剖析:安全学习模式，塞拉利昂

IF 2.5 2区教育学

Journal of Educational Change Pub Date : 2022-08-12 DOI: 10.1007/s10833-022-09461-7

Ciaran Sugrue, Elena Samonova, Daniel Capistrano, Dympna Devine, Seaneen Sloan, Jennifer Symonds, Aimee Smith

{"title":"Anatomy of an educational change: The safe learning model, Sierra Leone.","authors":"Ciaran Sugrue, Elena Samonova, Daniel Capistrano, Dympna Devine, Seaneen Sloan, Jennifer Symonds, Aimee Smith","doi":"10.1007/s10833-022-09461-7","DOIUrl":"10.1007/s10833-022-09461-7","url":null,"abstract":"This paper undertakes a critical analysis of a planned change, the Safe Learning Model (SLM), devised over time by Concern Worldwide, and implemented in 100 primary or elementary schools in a rural district of Sierra Leone. We situate the documentation pertaining to the SLM (micro) within its wider national (meso) and international (macro) context of influential policy texts. We undertake a mixed methods analysis of these macro, meso and micro documents, interrogated through the prism of various change paradigms (scientific management, progressivism, critical theory, teacher professionalism and social movement) and in doing establish where these various document clusters, their explicit and implicit influences, may be located along the arc of change paradigms, thus surfacing their ideological assumptions, intent and influences. The paper concludes that in seeking to improve the quality of teaching, learning, and living in this instance, scientific management casts long shadows. The power, perspectives and financial influence of international agencies dominate change discourses whereby 'learning crises' require urgent responses in the form of testing and measuring that prevail over more expansive pedagogical capacity building. Consequently, perpetuating a 'weighing the pig' mindset downplays or ignores the ecology of teaching and learning, particularly the centrality of teachers, as professionals and role models, more likely to be compliant than transformative.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":"1-27"},"PeriodicalIF":2.5,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9372937/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43855503","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

"Stuck in this wheel": The use of design thinking for change in educational organizations. “困在这个轮子里”：设计思维在教育组织变革中的应用

IF 2.5 2区教育学

Journal of Educational Change Pub Date : 2022-08-08 DOI: 10.1007/s10833-022-09462-6

Bryan A VanGronigen, Lauren P Bailes, Michael L Saylor

{"title":"\"Stuck in this wheel\": The use of design thinking for change in educational organizations.","authors":"Bryan A VanGronigen, Lauren P Bailes, Michael L Saylor","doi":"10.1007/s10833-022-09462-6","DOIUrl":"10.1007/s10833-022-09462-6","url":null,"abstract":"Many of today's educational organizations around the world contend with complex challenges. Yet, longstanding practices and norms in educational systems can hamper educators' abilities to identify and address these challenges, such as only principals leading change efforts or the use of misaligned \"quick fixes\" for ill-defined challenges. A design-based approach to organizational change, on the other hand, holds promise to reframe change in local educational agencies like schools. Design thinking is one way to enact a design-based approach, but little research has investigated the process's use to help educators conceptualize and implement change. Drawing upon transformational learning theory, this United States-based mixed-methods study examined a year-long professional learning workshop sponsored by a state education agency that used design thinking to reframe how participants orchestrated change in their contexts. Results indicated that design thinking helped participants devise more nuanced understandings of themselves and the change process in their contexts, yet, most participants' actions continued to be influenced by longstanding practices and norms of the U.S. educational system. We close by discussing implications for practice and policy, particularly the need for professional learning experiences that prompt educators to critically reflect upon their mindsets and how their actions may differ from those mindsets. This greater understanding can better position educators to engage in change efforts that address increasingly complex challenges in education.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":" ","pages":"1-27"},"PeriodicalIF":2.5,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9360732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46022854","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

Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan 哈萨克斯坦教学实践重构中的教育改革与教师能动性

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2022-08-02 DOI: 10.1007/s10833-022-09463-5

N. Yakavets, L. Winter, K. Malone, Zhanyl Zhontayeva, Z. Khamidulina

引用次数: 4

Getting policy done in educational practice: What happens when multiple central government policies meet clusters of organization routines in schools 在教育实践中实施政策:当多个中央政府政策遇到学校组织惯例集群时会发生什么

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2022-07-14 DOI: 10.1007/s10833-022-09460-8

S. Waslander, E. Hooge, H. Theisens

引用次数: 1

Innovating teaching and instruction in turbulent times: The dynamics of principals' exploration and exploitation activities. 动荡时代的教学创新:校长探索与开发活动的动态

IF 2.5 2区教育学

Journal of Educational Change Pub Date : 2022-05-24 DOI: 10.1007/s10833-022-09458-2

Marcus Pietsch, Pierre Tulowitzki, Colin Cramer

{"title":"Innovating teaching and instruction in turbulent times: The dynamics of principals' exploration and exploitation activities.","authors":"Marcus Pietsch, Pierre Tulowitzki, Colin Cramer","doi":"10.1007/s10833-022-09458-2","DOIUrl":"10.1007/s10833-022-09458-2","url":null,"abstract":"In turbulent environments, schools have to adapt to constantly changing conditions. According to ambidexterity theory, whether they are successful in this primarily depends on their leaders and how they manage the tension between the use of current knowledge (exploitation) and the search for new knowledge (exploration). Through unique top-down and bottom-up pathways, they thus influence the innovation outcome of a school. However, it is so far unclear whether these assumptions are correct. Using data from a panel of principals who are representative of Germany and were surveyed before and during the COVID-19 pandemic, we therefore investigate if and how school leaders adapted to the turbulent environment caused by the pandemic and evaluate the extent to which this had an impact on their schools' innovations in teaching and instruction. The results demonstrate that principals' exploration activities increased markedly during the pandemic, while their exploitation activities decreased noticeably. Further, a focus on the use and refinement of existing knowledge in comparatively predictable (pre-COVID-19) environments harmed principals' readiness to explore new knowledge in increasingly uncertain environments. Nevertheless, exploitation had positive consequences for the innovativeness of schools, and exploration goes along with more radical innovations in teaching and instruction. Our research suggests that schools that innovatively addressed the COVID-19 pandemic had school leaders who were able to quickly shift between the two modes of exploitation and exploration. A capacity to transition seamlessly between these modes of thinking and working thus appears to be vital for the longevity of schools.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"1 1","pages":"1-33"},"PeriodicalIF":2.5,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9127291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42783765","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

Systemically oriented leadership: Leading multi-school organisations in England 系统导向的领导:在英国领导多学校组织

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2022-04-22 DOI: 10.1007/s10833-022-09456-4

Michalis Constantinides

引用次数: 4

Enacting autonomy reform in schools: The re-shaping of roles and relationships under Local Schools, Local Decisions 实施学校自治改革：地方学校、地方决策下角色和关系的重塑

IF 2.8 2区教育学

Journal of Educational Change Pub Date : 2022-04-21 DOI: 10.1007/s10833-022-09455-5

Mihajla Gavin, M. Stacey

引用次数: 2