Einloggen

Thematische Bibliographien / Educational change / Zeitschriftenartikel

Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Educational change.

Zeitschriftenartikel zum Thema „Educational change“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Educational change" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.

1

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.

Der volle Inhalt der Quelle

Annotation:

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.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

2

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

3

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

4

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

5

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

6

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

7

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.

Der volle Inhalt der Quelle

Annotation:

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.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

8

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

9

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

10

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

11

Clement, Jennifer. „Managing mandated educational change“. School Leadership & Management 34, Nr. 1 (17.07.2013): 39–51. http://dx.doi.org/10.1080/13632434.2013.813460.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

12

Stoddart, Trish, und Dale Niederhauser. „Technology and Educational Change“. Computers in the Schools 9, Nr. 2-3 (Januar 1993): 5–23. http://dx.doi.org/10.1300/j025v09n02_02.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

13

Mundy, Karen. „Global governance, educational change“. Comparative Education 43, Nr. 3 (August 2007): 339–57. http://dx.doi.org/10.1080/03050060701556281.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

14

Shevitz, Susan L. „TRAILBLAZERS OF EDUCATIONAL CHANGE“. Jewish Education 59, Nr. 2 (September 1991): 8–9. http://dx.doi.org/10.1080/0021642910590204.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

15

Hall, Robert A. „Hypermedia for educational change:“. TechTrends 37, Nr. 3 (Mai 1992): 37–38. http://dx.doi.org/10.1007/bf02761322.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

16

Connolly, Michael, Una Connolly und Chris James. „Leadership in Educational Change“. British Journal of Management 11, Nr. 1 (März 2000): 61–70. http://dx.doi.org/10.1111/1467-8551.00151.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

17

NESPOR, JAN. „Devices and Educational Change“. Educational Philosophy and Theory 43, sup1 (Januar 2011): 15–37. http://dx.doi.org/10.1111/j.1469-5812.2009.00611.x.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

18

Resta, Paul. „Educational change and computers“. ACM SIGCUE Outlook 20, Nr. 2 (Juni 1989): 3–5. http://dx.doi.org/10.1145/382145.382956.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

19

Moore, Rob, und Mike Hickox. „Vocationalism and educational change“. Curriculum Journal 5, Nr. 3 (September 1994): 281–93. http://dx.doi.org/10.1080/0958517940050302.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

20

Finnan, Christine. „The Gender Politics of Educational Change.:The Gender Politics of Educational Change.“ Anthropology Education Quarterly 30, Nr. 4 (Dezember 1999): 485–86. http://dx.doi.org/10.1525/aeq.1999.30.4.485.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

21

Bhandari, Prem Raj. „Change yourself to change your institution: Perspectives on educational change“. Scholars' Journal 3 (01.12.2020): 164–77. http://dx.doi.org/10.3126/scholars.v3i0.37141.

Der volle Inhalt der Quelle

Annotation:

The main objective of this study is to discuss the perspectives of school change. This study is a theoretical analysis and based on document review. The concept of educational change is described as school improvement. It is one of the ways to address the changing social needs through the technological, political, and cultural change of the school. School improvement or change is to change the school system as a whole for the attainment of better results, but questions arise about how to change, who is to change, and what to change and answers are varied and complicated. The concept of educational change is multidimensional. The perspective of technological change focuses on well-equipped classrooms and the use of information communication technology. The perspective political change fosters on power, authority, and interests of people. The cultural viewpoint asserts that the values, norms, and behaviour influence the organizational performance and unless changing it, the system cannot be changed. School change is necessary for the Nepalese context and in doing so, all the three perspectives technological, political, and cultural are necessary to address. The technological part of the school system is nearly very poor, the party politics in schools is influencing the authority and the school culture is not favourable to address the changing needs of the society. So, all the dimensions are needed to be taken into consideration to change the school system in Nepal.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

22

Lomba-Portela, Lucía, Sara Domínguez-Lloria und Margarita Rosa Pino-Juste. „Resistances to Educational Change: Teachers’ Perceptions“. Education Sciences 12, Nr. 5 (20.05.2022): 359. http://dx.doi.org/10.3390/educsci12050359.

Der volle Inhalt der Quelle

Annotation:

Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

23

Johnson, Natalie, De Zhang und Melinda Gallagher. „Surviving change: a survey of educational change models“. Technology, Pedagogy and Education 11, Nr. 3 (01.10.2002): 355–60. http://dx.doi.org/10.1080/14759390200200229.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

24

Garforth, Chris, und Maurice Holt. „Judgement, Planning and Educational Change“. British Journal of Educational Studies 36, Nr. 3 (Oktober 1988): 277. http://dx.doi.org/10.2307/3120952.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

25

Hardstaffe, Michael, Michael Fullan und Andy Hargreaves. „Teacher Development and Educational Change“. British Journal of Educational Studies 41, Nr. 1 (März 1993): 84. http://dx.doi.org/10.2307/3122441.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

26

Couture, Danielle, Judith McBride, Sujata Saha, Denise Schellhase und Kelly Von Eschen. „Teacher Inquiry for Educational Change“. LEARNing Landscapes 4, Nr. 2 (02.04.2011): 125–44. http://dx.doi.org/10.36510/learnland.v4i2.391.

Der volle Inhalt der Quelle

Annotation:

The inquiries of professionals involved in the development of a centre for inquiry into educational practice in a secondary school are fostered through professional conversation among teachers, support and professional staff undertaking research on practice. A framework for the development of the work done in the centre is briefly reviewed. Snapshots of various experiences and products illustrate evolving understandings of inquiry and evidence of ways in which it supports student learning and developing teaching practices in light of local curricular reforms.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

27

Alnahdi, Ghaleb Hamad. „Educational Change In Saudi Arabia“. Journal of International Education Research (JIER) 10, Nr. 1 (31.12.2013): 1–6. http://dx.doi.org/10.19030/jier.v10i1.8342.

Der volle Inhalt der Quelle

Annotation:

The main goal of this article is to discuss the possibility of adapting the suggestions by Hargreaves and Shirley (2009) in their book "The Fourth Way." This paper will discuss the topic of educational change and reform through three main points. First, it will review the most important advantages and disadvantages that characterize the three periods of change, as presented by Hargreaves and Shirley (2009). Second, it will extract the main principles proposed by Hargreaves and Shirley (2009) as the fourth way (the principles of how education should be changed in the future) and discuss whether or not officials in Saudi Arabia will be able to apply it. Third, it will review the movement of change and reform that has taken place in the Ministry of Education of Saudi Arabia (MESA) in order to reform education.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

28

Wrigley, Terry. „Thinking deeply about educational change“. Improving Schools 24, Nr. 2 (Juli 2021): 97–98. http://dx.doi.org/10.1177/13654802211035655.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

29

Harris, Alma. „Leading or following educational change?“ School Leadership & Management 25, Nr. 5 (November 2005): 417–19. http://dx.doi.org/10.1080/13634230500340666.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

30

Rauch, Franz. „Teacher learning for educational change“. Educational Action Research 12, Nr. 2 (01.06.2004): 287–304. http://dx.doi.org/10.1080/09650790400200305.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

31

Pritchard, Malcolm. „Educational Theory and Social Change“. Cambridge Journal of Education 18, Nr. 1 (Januar 1988): 99–109. http://dx.doi.org/10.1080/0305764880180108.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

32

Johnson, Robert C. „Educational Change in Francophone Africa“. Journal of Negro Education 56, Nr. 3 (1987): 265. http://dx.doi.org/10.2307/2295223.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

33

Powner, David J., und Paul L. Rogers. „The process of educational change“. Critical Care Medicine 27, Nr. 10 (Oktober 1999): 2289–90. http://dx.doi.org/10.1097/00003246-199910000-00039.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

34

Bush, Tony. „The Micropolitics of Educational Change“. Educational Management Administration & Leadership 39, Nr. 6 (November 2011): 642–45. http://dx.doi.org/10.1177/1741143211424559.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

35

Plank, David N. „Educational Reform and Organizational Change“. Journal of Urban History 15, Nr. 1 (November 1988): 22–41. http://dx.doi.org/10.1177/009614428801500102.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

36

Benson, Sandra. „Educational Change: Threat or Challenge?“ British Journal of Occupational Therapy 54, Nr. 5 (Mai 1991): 161. http://dx.doi.org/10.1177/030802269105400501.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

37

Lee, John. „Teacher learning for educational change“. Journal of In-service Education 29, Nr. 1 (01.03.2003): 163–76. http://dx.doi.org/10.1080/13674580300200429.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

38

Skinner, Don. „Teacher Learning for Educational Change“. Improving Schools 5, Nr. 3 (September 2002): 64. http://dx.doi.org/10.1177/136548020200500313.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

39

Wrigley, Terry. „New challenges of educational change“. Improving Schools 21, Nr. 3 (November 2018): 207–8. http://dx.doi.org/10.1177/1365480218808892.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

40

Mariage, Troy V., und M. Arthur Garmon. „A Case of Educational Change“. Remedial and Special Education 24, Nr. 4 (Juli 2003): 215–34. http://dx.doi.org/10.1177/07419325030240040501.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

41

Schensul, Jean J., Maria Gonzalez Borrero und Roberto Garcia. „Applying Ethnography in Educational Change“. Anthropology & Education Quarterly 16, Nr. 2 (Juni 1985): 149–64. http://dx.doi.org/10.1525/aeq.1985.16.2.04x0633i.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

42

Harris, Alma, und Michelle Jones. „Teacher leadership and educational change“. School Leadership & Management 39, Nr. 2 (08.03.2019): 123–26. http://dx.doi.org/10.1080/13632434.2019.1574964.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

43

Ribble, Mike. „Digital Citizenship for Educational Change“. Kappa Delta Pi Record 48, Nr. 4 (26.10.2012): 148–51. http://dx.doi.org/10.1080/00228958.2012.734015.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

44

Fink, Dean, und Carol Brayman. „Principals' succession and educational change“. Journal of Educational Administration 42, Nr. 4 (August 2004): 431–49. http://dx.doi.org/10.1108/09578230410544053.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

45

Hallinger, Philip. „Educational change in Southeast Asia“. Journal of Educational Administration 36, Nr. 5 (Dezember 1998): 492–509. http://dx.doi.org/10.1108/09578239810238474.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

46

Howe, Frederick C., Marion H. Benz, Richard F. Frazita, Rex T. Lohman und Lois W. Pearson. „Educational Goals and Program Change“. Action in Teacher Education 9, Nr. 3 (September 1987): 49–56. http://dx.doi.org/10.1080/01626620.1987.10519357.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

47

Webber, Charles F. „Educational Change in Alberta, Canada“. education policy analysis archives 3 (09.07.1995): 12. http://dx.doi.org/10.14507/epaa.v3n12.1995.

Der volle Inhalt der Quelle

Annotation:

Alberta, Canada, is the site of large-scale educational change initiatives legislated by the provincial government. The mandates have sparked heated public debate over the appropriateness, wisdom, and utility of the reforms. This article summarizes the views of representatives of several educational interest groups and offers suggestions for making change more meaningful and successful.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

48

Mabry, Linda, und Laura Ettinger. „Supporting Community-Oriented Educational Change“. education policy analysis archives 7 (13.04.1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

Der volle Inhalt der Quelle

Annotation:

A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

49

Foster, Beverly B. „Regulatory Change: Redefining Educational Standards“. Journal of Nursing Regulation 1, Nr. 2 (Juli 2010): 49–51. http://dx.doi.org/10.1016/s2155-8256(15)30351-3.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

50

McGrath, Simon. „Complexity, identity and educational change“. International Journal of Educational Development 27, Nr. 6 (November 2007): 597–98. http://dx.doi.org/10.1016/j.ijedudev.2007.09.003.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!