我们如何理解和促进有实证依据的教育变革?从系统角度进行范围界定审查

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
K. Vanlommel, S. N. van den Boom-Muilenburg
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引用次数: 0

摘要

有实证依据的变革(EIC)近来备受关注,因为它被视为提高教育变革的有效性和可持续性的杠杆。重要的问题是:EIC 如何概念化,什么算作证据,以及哪些因素可以在实践中支持 EIC?由于教育信息与传播技术的复杂性,我们旨在从系统的角度来理解这些因素。教育系统的不同部分(如政策、教师和学校领导的实践、研究)是相互关联的,需要相互配合才能实现有效和可持续的变革。在范围审查的基础上,我们提出了一个教育信息与传播技术概念模型,确定并定义了不同的证据来源,并讨论了描述教育信息与传播技术系统准备程度和能力的影响因素。我们的研究成果为在实践中理解和支持 EIC 以及制定有针对性的政策迈出了重要一步。本文还为今后的研究确定了一个共同点,将各种见解汇集到一个综合的循证变革框架中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective

How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective

Evidence-informed change (EIC) has gained attention recently because it is seen as a lever to enhance the effectiveness and sustainability of educational change. Important questions are: how is EIC conceptualized, what counts as evidence, and what factors can support EIC in practice? Because of the complexity of EIC, we aimed to understand these factors from a systems perspective. Different parts of the educational system (e.g. policy, practice of teachers’ and school leaders, research) are interrelated and need to be aligned for effective and sustainable change. Based on our scoping review we propose a model that conceptualizes EIC, identifies and defines different sources of evidence, and discusses influencing factors describing a system's readiness and capacity for EIC. Our results are an important step forward in understanding and supporting EIC in practice and developing targeted policy. This article also defines a common ground for future research, bringing together insights in an integrated framework of evidence-informed change.

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来源期刊
Journal of Educational Change
Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
7.10%
发文量
23
期刊介绍: The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.
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