Thematische Bibliographien / Educational change

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Auswahl der wissenschaftlichen Literatur zum Thema „Educational change“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Educational change"

Carlyon, Tracey, und Christopher Branson. „Educational change“. Teachers' Work 15, Nr. 2 (20.12.2018): 105–23. http://dx.doi.org/10.24135/teacherswork.v15i2.254.

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Despite the availability of an abundant amount of guiding literature, only about 30% of planned educational changes are successful. Clearly there is something essential missing from our understanding of how to successfully lead educational change. A review of the literature provides an awareness that success is far more likely if the leader pays as much attention to the needs of those who are bringing about the change as they do to the elements of the planned change strategy. Arguably, however, this still maintains a top-down perspective of the change process. Hence the departure point of this article is its presentation of a change process from the perspective of those explicitly affected—that is, a view from the ‘bottom up’. Specifically, this article presents and discusses both quantitative and qualitative data from research conducted in Aotearoa New Zealand involving primary school teachers who changed the class levels in which they taught. It seeks to provide a unique contribution to the development of successful educational change strategies by presenting the teachers’ views about the most effective leadership practices during times of change.

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McNamara Perlich, Linda Jane. „Catalyzing Educational Change“. JONA: The Journal of Nursing Administration 16, Nr. 1 (Januar 1986): 6. http://dx.doi.org/10.1097/00005110-198601000-00003.

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Shirley, Dennis. „Accelerating educational change“. Journal of Educational Change 18, Nr. 3 (29.07.2017): 257–62. http://dx.doi.org/10.1007/s10833-017-9303-2.

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USHIOGI, Morikazu. „Changing Educational Population and Educational Change“. Journal of Educational Sociology 82 (2008): 7–25. http://dx.doi.org/10.11151/eds.82.7.

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Anghelache, Valerica, und Cristina Corina Benţea. „Educational changes and teachers’ attitude towards change“. Procedia - Social and Behavioral Sciences 33 (2012): 593–97. http://dx.doi.org/10.1016/j.sbspro.2012.01.190.

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Gundy, Morag S., und Marie Josée Berger. „Towards a Model Supporting Educational Change“. International Journal of Information and Education Technology 6, Nr. 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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Starr, Lisa, Joseph Levitan, Lynn Butler-Kisber, Aron Rosenberg, Vanessa Gold und Ellen MacCannell. „Educational Change and NEXTSchool“. SFU Educational Review 13, Nr. 1 (19.08.2020): 7–28. http://dx.doi.org/10.21810/sfuer.v13i1.1033.

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In this paper, we examine the current literature on whole-school-system change processes, and the ways in which research findings may be applied to schools in Quebec, Canada. Throughout the paper we use a current school change initiative, NEXTschool, to explore the possibilities and challenges that some of this literature presents, applied to a specific context. At the conclusion we offer a conceptual framework that underpins how we conceptualize the NEXTSchool initiative. The review focuses on three fields that have emerged as relevant to current change movements: 21st century educational change/reform, power dynamics, and design thinking as a systems-change process.

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Forrester, Gillian. „Leading educational change wisely“. Journal of Educational Administration and History 43, Nr. 3 (August 2011): 277–79. http://dx.doi.org/10.1080/00220620.2011.590651.

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Farmer, E. D. „Educational change by experiment“. Medical Education 20, Nr. 4 (Juli 1986): 265–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01364.x.

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Jones, Gareth. „Educational waves of change“. Physics World 3, Nr. 2 (Februar 1990): 16. http://dx.doi.org/10.1088/2058-7058/3/2/12.

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Dissertationen zum Thema "Educational change"

Evans, Michael Pier. „Inside Education Organizing: Learning to Work for Educational Change“. Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.

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Thesis advisor: Dennis L. Shirley
Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Reid, Douglas E. „Educational restructuring: Attributes promoting change“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/962.

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Razzaq, Jamila. „The management of educational change in Pakistani educational institutions“. Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3216/.

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This research study aims to explore the process of educational change management in Pakistan through the experiences and views of institution heads and teachers to look at the reality of an externally mandated reform at the school level. Beyond contextualising the process of educational change at the school level within the Pakistani education system, the study aims to contextualise this process in the global perspective by delineating an emergent model of educational change management for Pakistani education system. A change initiative to reform the national curriculum and assessment system for public examinations was investigated to provide the participants of the study a point of reference to express their opinions and to reflect upon and describe their experiences. This particular change initiative was part of a comprehensive reform programme called Education Sector Reform (ESR) programme initiated in 2002. To define the selection of institutions and the sample of teachers within those institutions, the curriculum and assessment system change at Higher Secondary School Certificate (HSSC) level in the subject areas of English, Urdu and Pakistan Studies was focused in the institutions affiliated with the examination board of Federal Board of Intermediate and Secondary Education (FBISE). Beyond affiliation with FBISE, the selection of twenty institutions was made in order to balance a number of factors as the ownership, attraction for admissions, gender representation and administrative structures. The data collection was done at three stages through three research tools. At the first stage, the institution heads of the selected institutions were included in the research through semi-structured interviews. At the second stage an exploratory questionnaire, which was based on the interview data and the related literature, was given to twenty teachers in ten of the institutions included in the study. The data from this exploratory questionnaire was used to develop a structured questionnaire for the third phase of the research, which was given to 124 teachers in the twenty institutions included in the study. The sample was balanced for the subject areas and the length of teaching experience of the participants. The analysis of data from both institution heads and teachers has converged on three overarching themes of student learning and assessment, issues related to the role of teachers in the process of change and the management of the reform process. In summary, participating institution heads and teachers are positive about the need and purpose of the reform; they also consider it good for student learning and attainment but have reservations about the top down approach in change management and poor resourcing. They demand well-resourced institutions and teachers, capacity building for implementers in the institutions and their inclusion in the process of the reform planning. They suggest improved communication and coordination for effective implementation of the reform along with comprehensive, inclusive, consistent and research based approach in the policymaking, planning and implementation strategy of the reform, which needs to be incremental in nature. Based on the data, especially the suggestions of the participants, an emergent model for educational change management in Pakistan has been outlined with strategic management at the core built around incremental, consistent, research based, inclusive and comprehensive, approaches. This model extends into the role of teachers: who are resourced with information, guidance, support, materials, facilities and funds, who are satisfied with the change management process and their professional status in the system and working conditions, and who are ready for the change through acceptance of the change (especially with reference to its effect on student learning), participation in the whole change process and training. This emergent model has been situated in the existing research literature to highlight the similarities as well as the distinctive features of the Pakistani context.

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Cresdee, Michelle. „Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change“. Thesis, Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/30/.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms. The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population. A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.

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Cresdee, Michelle. „Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change /“. Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/30/.

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Millard, Dianna Aileen. „Perspectives of leaders in educational change“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29079.pdf.

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Symeonides, Zofia Daphne Janina Maria. „The emotions of educational change: teachers'voices“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559047.

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The present study aims to investigate the effect of emotions on teachers’ ability to cope with educational change and what factors help or hinder their ability to change their practice. Using an ethnomethodological approach, how one group of Hong Kong Secondary English teachers were able to make sense of the first School Based Assessment (SBA) initiative, part of the greater Hong Kong educational reform project, and apply it to their daily teaching practice is explored. The group of teachers is comprised of five Form Four teachers including the researcher. Being a participant-member, the researcher was able to have total access to the study environment and close daily contact with the other participants in the study. Interview data was taken at three intervals, one at the end of the first year of the initial implementation, another upon the completion of the first SBA cohort and then again at the end of the first Hong Kong Diploma of Secondary Education (HKDSE) at which point the original form of the SBA had been conducted six times. Findings show that teachers’ emotions play a very important role in their working lives and are often sublimated to be able to cope with the competing and sometimes conflicting demands of school and society. This emotional management is very difficult to maintain and teachers must find creative ways of coping to lessen its effects, in particular, by a form of emotional banking in which teachers tap into good teaching memories to alleviate feelings of being overwhelmed or inadequate in the face of change. Other findings demonstrate that teachers’ ability to change their practice was greatly restricted by systemic factors beyond their control. While the largescale reform effort seeks to transform Hong Kong’s education system to be more ‘flexible, diversified and integrated’ and increase teachers’ professionalism, the reality is that society clings to the belief that only the high-stakes examinations have value. This factor, coupled with an overloaded administrative workload has made real teacher development and growth in professional practice virtually nonexistent.
published_or_final_version
Education
Doctoral
Doctor of Education

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Stobie, Ingeborg. „'Change' and 'continuity' in educational psychology“. Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366935.

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Carse, Nicola Rhys. „'Change is a journey' : investigating the complex process of educational change within Scottish primary physical education“. Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7930.

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This thesis investigates the experiences of generalist primary teachers, in Scotland, as they instigated curriculum and pedagogical change in physical education. Five primary teachers with an additional qualification in physical education, the Postgraduate Certificate in 3-14 physical education (PGCert), were followed within their school contexts over an academic year. In contrast to much of the preceding literature this research provides empirical work at the micro level on educational change from the perspective of the individual teacher: illuminating the reciprocal relationship between professional learning and educational change. A qualitative, interpretivist approach underpinned the gathering and analysis of data. This approach reflected the focus of the study which was to understand and make sense of the multiple realities, experiences and views of participant teachers evolving from their social, cultural and historical contexts. Data were gathered using semi-structured interviews, unstructured interviews about teachers’ planning and observations of physical education lessons. The theoretical framework that was used to interrogate the data incorporated situated learning theory (Lave and Wenger, 1991), professional learning and educational change literature; in particular the work of Fullan was utilised to explore his concept of ‘change agentry’. The first line of analysis establishes how the participant teachers approached teaching and learning in physical education prior to engaging with the PGCert. Thereafter the PGCert is examined to ascertain how the format and structure of this professional development opportunity came to influence the participant teachers. In the final analysis, an over-view of each teacher’s narrative in regards to their role in the change process is presented, outlining the curricular and pedagogical changes they initiated within their school contexts. Taken together, these findings contribute to research on educational change providing detailed analysis over an extended period of time of the motivating factors, constraints and complex character of change from the perspective of teachers within their individual school contexts. In the present educational climate where teachers are expected to be leaders of curricular and pedagogical change this study provides empirical evidence of teachers exercising their autonomy and integrating professional learning within their practice as they initiate and implement change.

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Tosam, Ful John. „Implementing educational change in Cameroon : two case studies in primary education“. Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.

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Bücher zum Thema "Educational change"

D, Henshall Aden, und Fontanez Bruce C, Hrsg. Educational change. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Hargreaves, Andy, Hrsg. Extending Educational Change. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-4453-4.

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Andy, Hargreaves, Hrsg. Extending educational change. Dordrecht: Springer, 2005.

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Open University. E629 Course Team. Managing educational change. Milton Keynes: Open University Press, 1992.

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Rodwell, Susie. Managing educational change. London: University of London Institute of Education, 1986.

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Rodwell, Susie. Managing educational change. London: University of London Institute of Education, 1986.

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Meier, Max Georg, und Béatrice Gorawantschy. Education, educational reforms, and social change. Ankara: Konrad Adenauer Vakfı, 1994.

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John, Shortt, und Cooling Trevor, Hrsg. Agenda for educational change. Leicester: Apollos, 1997.

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Hung, David, Shu-Shing Lee, Yancy Toh, Azilawati Jamaludin und Longkai Wu, Hrsg. Innovations in Educational Change. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6330-6.

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1954-, Riecken Theodore John, und Court Deborah 1950-, Hrsg. Dilemmas in educational change. Calgary, Alta., Canada: Detselig Enterprises, 1993.

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Buchteile zum Thema "Educational change"

Lo, Leslie N. K., und Fang Wang. „Navigating Educational Change“. In Navigating Educational Change in China, 93–116. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63615-3_5.

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Dyer, Sarah, und Ksenija Kuzmina. „Prototyping educational change“. In Transforming Higher Education With Human-Centred Design, 102–16. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003383161-14.

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Kwok, Ka-ho. „Social Change and Educational Change“. In When Education Meets Politics in Taiwan, 5–19. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-152-0_2.

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Beabout, Brian R. „Principles of Leading Change“. In Educational Futures, 151–72. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_10.

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Chapman, Christopher. „Aiming for systemic change“. In Educational Equity, 20–37. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-2.

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Trevors, Gregory J. „Belief Change“. In Handbook of Educational Psychology, 291–313. 4. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-16.

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Gillham, Bill. „Directions of Change*“. In Reconstructing Educational Psychology, 11–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003279853-1.

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Kruse, Sharon D. „Learning and Change“. In Mindful Educational Leadership, 159–85. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003283461-10.

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Farah, Kimberly, und Kerrissa Heffernan. „The Urban Educational Initiative:“. In Practice Of Change, 139–50. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446415-13.

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Smeyers, Paul. „Neuromyths for Educational Research and the Educational Field?“ In Educational Research: Discourses of Change and Changes of Discourse, 71–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4_7.

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Konferenzberichte zum Thema "Educational change"

Чжоу, Сумен,, und Приступа, Е.Н. „Cultural paradigms and educational change in digital education“. In Современное образование: векторы развития. Социально-гуманитарное знание и общество: материалы VII конференции с международным участием, посвященной 150-летию МПГУ (г. Москва, МПГУ, 21–22 апреля 2022 г.). Crossref, 2022. http://dx.doi.org/10.37492/etno.2022.61.84.061.

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Schnellert, Leyton. „Educational Transformation and Relational Accountability in Education Change Networks“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003581.

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Niedre-Lathere, Kristīne, und Alīda Samuseviča. „Transformative Dimensions of Educational Change Context“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.20.

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Schwarz, Baruch, und Nadav Marco. „Argumentation towards Educational Change in Mathematics“. In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287183_0037.

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Crisan, Alina, und Roxana Enache. „THE ROLE OF INTERNET IN EDUCATION - CHANGE AND TRANSFORMATION“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-211.

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Correlating the observations and the results of all activities during our research , we find that the Internet represents a challenge socially and it use in education involves an art to transform the power of these resources in the power of learning, a power to develop educational scenarios that optimally integrate Internet into traditional education. Educational potential of the Internet cannot be exploited without effort. There emerges, as a prime necessity, the need to address research in this area - the ways in which Internet can be used to effectively improve education - both enthusiastically and critically. As shown in the analysis of curriculum documents and of conducted lessons, educational potential of the Internet is not only related to the transfer of information and communication but can be extended to form a diverse set of skills and develop attitudes, behaviors and values. Efficiency of new information technologies in education One challenge which educational players must consider is the way in which new information and communication technologies and the Internet in particular are integrated and involved in education. Promoting the use of technology in education requires a holistic approach and concurrent strategies. A challenge to the use of Internet in education both for policy makers and educational actors is the cost issue. We should not expect that the introduction of information and communications technology, particularly the Internet in education to lead to a decrease in costs. Given the tension between large investments in implementing new technologies and the fact that education is facing some financial problems, comprehensive studies regarding the cost effectiveness should be part of the future research agenda in the field of education.

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Lamb, Alexandra. „Logics of Educational Technology and Their Role in Educational Change“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2017139.

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Wortham, Stanton. „Hyukshin Schools in Korea: Educational Change Toward Whole-Person Education“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2017221.

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Li, Na. „Educational Change With Technology in Higher Education: An Institutional Perspective“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003866.

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Li, Na. „Educational Change With Technology in Higher Education: An Institutional Perspective“. In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2003866.

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Smakman, Matthijs, Koen Smit, Eline Lan, Thomas Fermin, Job van Lagen, Julia Maas, David van Vliet und Sam Leewis. „Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study“. In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a field study with children (n = 43) to compare a class working with the robot, to a class working without the robot. Multiple factors on learning effect are taken into account by using a survey. Our results demonstrate that a robot can take the role of a tutor and practice with pupils. The results are of interest to researchers in the field of human-robot interaction as well as to educational institutes who wish to understand the implications of adopting robots in education.

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Berichte der Organisationen zum Thema "Educational change"

Blackford, Johanna. Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action. Portland State University Library, Februar 2020. http://dx.doi.org/10.15760/etd.7293.

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Cascio, Elizabeth, und Ayushi Narayan. Who Needs a Fracking Education? The Educational Response to Low-Skill Biased Technological Change. Cambridge, MA: National Bureau of Economic Research, Juli 2015. http://dx.doi.org/10.3386/w21359.

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Ciapponi, Agustín, und Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics

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Shetty, Prasad, Rupali Gupte, Dipti Bhaindarkar und Vastavikta Bhagat. Educational Ecosystem of Architecture in India: A Review. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2207.2024.

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"Formally trained architects in India participate in building habitation for less than 10 per cent of the population. Most architecture created through the involvement of architects produces segregation and discrimination towards certain classes, castes and genders. This study is concerned with the role of formal architectural education in addressing the habitation question and issues of spatial justice. Towards this, a review of the educational ecosystem for architecture has been undertaken. This ecosystem includes institutions, universities, regulatory bodies, journals, events, awards and offices. The study also briefly looks at cases of habitation making for the remaining 90 per cent who do not get served by trained architects. From our review, it is apparent that this ecosystem is structurally, institutionally and pedagogically insufficient to produce a relevant spatial culture, spatial justice or cultural sustainability. While it is structurally located within a political economy where education is a money-making enterprise, it is institutionally geared to reduce academia to educational organisations and pedagogically oriented to prepare students for a building industry of a certain kind. Yet, despite the odds, architectural institutions have been innovating and striving to create relevance. Their efforts will remain key for the overhaul of the ecosystem and they will have to steer the process of change."

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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6269.

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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye und Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, März 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org

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Carlson, Lisa. Marriage in the U.S.: Twenty-five Years of Change, 1995-2020. National Center for Family and Marriage Research, Dezember 2020. http://dx.doi.org/10.25035/ncfmr/fp-20-29.

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The marriage rate in the U.S. has fallen over the last 25 years, while the rate of premarital cohabitation has increased (Cherlin 2020; FP-17-05). In 1995, the marriage rate was about 45 per 1,000 women, falling to about 31 per 1,000 women by 2020 (FP-20-21). Using data from the 1995 and 2020 Current Population Survey, this family profile investigates 25 years of change in marriage among women aged 18-49. Updating FP-15-17, the profile also examines variation in the share of women ever married by age, race/ethnicity, and educational attainment.

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Allais, Stephanie, und Carmel Marock. What Problem Should Skills Solve? Interrogating Theories of Change Underpinning Strategies and Interventions in Vocational Education and Skills in LMICs. Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/136.

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The aim of this paper is to understand the ‘theory of change’ underlying interventions to support vocationalisation of general education as well as vocational education and training (VET) and skills development. The focus is on interventions supported by development agencies and donors, although national policies are also considered, as the agencies work with governments and are both guided by, and influence, their priorities. The first aim is to interrogate what problem VET is seen as the answer to, and how VET is seen to solve that problem (their theory of change). The second aim is to understand the extent to which, and ways in which, vocationalising education is supported and VET favoured, as compared to other components of the education system such as early childhood development, early primary education, or university expansion, as an educational intervention. We found that while some organisations have explicit theories of change—generally multiple theories of change addressing different aspects of the overarching system—many are currently in the process of developing these theories of change. A few state that they do not have a theory of change but rather focus on the development of targets for different components of the system.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, Dezember 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.

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