Relevant bibliographies by topics / Educational change

Academic literature on the topic 'Educational change'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational change.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Educational change":

1

Carlyon, Tracey, and Christopher Branson. "Educational change." Teachers' Work 15, no. 2 (December 20, 2018): 105–23. http://dx.doi.org/10.24135/teacherswork.v15i2.254.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
2

McNamara Perlich, Linda Jane. "Catalyzing Educational Change." JONA: The Journal of Nursing Administration 16, no. 1 (January 1986): 6. http://dx.doi.org/10.1097/00005110-198601000-00003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Shirley, Dennis. "Accelerating educational change." Journal of Educational Change 18, no. 3 (July 29, 2017): 257–62. http://dx.doi.org/10.1007/s10833-017-9303-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Anghelache, Valerica, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gundy, Morag S., and Marie Josée Berger. "Towards a Model Supporting Educational Change." International Journal of Information and Education Technology 6, no. 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Starr, Lisa, Joseph Levitan, Lynn Butler-Kisber, Aron Rosenberg, Vanessa Gold, and Ellen MacCannell. "Educational Change and NEXTSchool." SFU Educational Review 13, no. 1 (August 19, 2020): 7–28. http://dx.doi.org/10.21810/sfuer.v13i1.1033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
8

Forrester, Gillian. "Leading educational change wisely." Journal of Educational Administration and History 43, no. 3 (August 2011): 277–79. http://dx.doi.org/10.1080/00220620.2011.590651.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Farmer, E. D. "Educational change by experiment." Medical Education 20, no. 4 (July 1986): 265–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01364.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jones, Gareth. "Educational waves of change." Physics World 3, no. 2 (February 1990): 16. http://dx.doi.org/10.1088/2058-7058/3/2/12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources
You might also be interested in the extended bibliographies on the topic 'Educational change' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Educational change":

1

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
4

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/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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'.
5

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/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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'.
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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
8

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
10

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/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
More sources

Books on the topic "Educational change":

1

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fisher, Paul. Education 2000: Educational change with consent. London: Cassell, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

John, Shortt, and Cooling Trevor, eds. Agenda for educational change. Leicester: Apollos, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Herbert, Altrichter, and Elliott, John, Dip. Phil. Ed, eds. Images of educational change. Buckingham [England]: Open University Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Educational change":

1

Lo, Leslie N. K., and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Datnow, Amanda, Lea Hubbard, and Hugh Mehan. "Prospects for Educational Change." In Extending Educational Reform, 138–45. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993965-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Malone, Helen Janc. "Systems Change." In Future Directions of Educational Change, 165–69. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269955-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nespor, Jan. "Devices and Educational Change." In Researching Education Through Actor-Network Theory, 1–22. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118275825.ch1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sahlberg, Pasi. "Educational Change in Finland." In Second International Handbook of Educational Change, 323–48. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational change":

1

Чжоу, Сумен,, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Niedre-Lathere, Kristīne, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Crisan, Alina, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
4

Smakman, Matthijs, Koen Smit, Eline Lan, Thomas Fermin, Job van Lagen, Julia Maas, David van Vliet, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
5

Щербаков, Егор Сергеевич, and Ольга Евгеньевна Пудовкина. "INDUSTRY 4.0 AS A TRIGGER FOR CHANGE IN EDUCATION." In Современные методы и инновации в науке: сборник избранных статей Всероссийской (национальной) научной конференции (Санкт-Петербург, Апрель 2022). Crossref, 2022. http://dx.doi.org/10.37539/smin327.2022.38.88.002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
В статье рассмотрены основные тенденции изменения системы образования в связи с Индустрией 4.0, которые привели к появлению новых образовательных парагидм «Образование 4.0», учитывающее новые дидактические концепции смешанного обучения, а также использование инструментов цифровизации, развивающие образовательные компетенции. The article discusses the main trends in the change in the education system in connection with Industry 4.0, which led to the emergence of new educational parahydes "Education 4.0", taking into account new didactic concepts of blended learning, as well as the use of digitalization tools that develop educational competencies.
6

Markovich, Nicholas. "A Call for Educational Models Based in Interdisciplinary, Diversity, Change." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.51.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
In order to be effective and meaningful for students, educational venues ought reflect the creative and technological essence of the culture they serve, indeed, show leadership in these areas. They must also be forward thinking, anticipating the hture state of being within a culture. Education must, in a sense, predict the status and expectations of future culture and find strategies viable for the students future existence. Education above all teaches about “being” and strategies for “being” within varying realms of reality. Being is in crisis and architectural education reflects that crisis today as it did at the turn of this century, when paradigmatic shifts occurred from Beaux Arts based teaching methodologies to Modernist/Bauhaus methods to present Post Modem methodologies. Today’s shift is one that moves from earlier Twentieth Century industrialized based paradigms to one that is now based in information and interpretation. This shift is critically rooted in change and the resultant ability to cope within an ongoing cloud of increasingly complex systems of understanding. The most important single change needed in the education of architects and designers is the implementation of education models based in diversity and change within interdisiplinary frameworks.
7

RICCI, Maria Fernanda Caravana de Castro Moraes, Maria Luiza Delgado de MEDEIROS, Suely Cristina de Souza Fernandes CRAHIM, Suzana Medeiros Batista AMORIM, and Therezinha Coelho de SOUZA. "ACTIVE METHODOLOGIES: CONSTRUCTION OF EDUCATIONAL EXPERIENCES THROUGH CONTINUOUS TRAINING OF TEACHERS." In SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 2021 INTERNATIONAL VIRTUAL CONFERENCE. DR. D. SCIENTIFIC CONSULTING, 2022. http://dx.doi.org/10.48141/sbjchem.21scon.26_abstract_ricci.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Education has undergone major changes in these pandemic times. Educational technologies are a reality in educational practice, and even if a “new normal” is established, new teaching practices must remain and be re-signified. Even before the occurrence of COVID-19, the regulatory bodies of higher education already signaled in the national directives of higher education courses the emergence of the adoption of active methodologies in teaching practices. This is an announced change, but what has to be changed is the conception of the educational activity. One that builds a profile of student training aligned with the professional profiles required by the market, increasingly demanding teaching and learning methodologies that meet the process of building an entrepreneurial spirit, autonomy, a look at multidimensional processes, which take into account the pillars of knowledge: learning to know, learning to do, learning to live together and learning to be highly demanded in our society with more plural and complex relationships.
8

Zuccaro, Emily. "Generative Change in Teacher Education: Programmatic Redesign for Cultivating Equitable Educational Opportunities." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881934.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zafar, Ameena. "Globalization Versus Ethnicity: The Basis Of Language Identity And Change." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Eid, Int Arch Zainab AbdulMohsen. "Covid-19 Interior and Architectural Design Solutions for Educational Workshops." In 2021 Third International Sustainability and Resilience Conference: Climate Change. IEEE, 2021. http://dx.doi.org/10.1109/ieeeconf53624.2021.9668000.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Educational change":

1

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, February 2020. http://dx.doi.org/10.15760/etd.7293.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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, January 2000. http://dx.doi.org/10.15760/etd.6269.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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
6

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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
7

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
8

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
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.
9

Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
10

Cordero, Eugene, and Kiana Luong. Promoting Interest in Transportation Careers Among Young Women. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2028.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Transportation remains the largest source of U.S.-based carbon emissions, and reducing emissions from this source continues to challenge experts. Addressing challenging problems requires diverse modes of thinking—and at present the transportation workforce is not diverse in terms of gender, with women occupying only about 14% of the transportation workforce. This research developed and tested a school-based intervention that uses pro-environmental framing and exposure to women transportation role models to help attract more women to transportation careers. To investigate the efficacy of the intervention, the research team studied control and treatment groups of university students using pre- and post-surveys to measure changes in student understanding and interest in transportation fields and careers. Students in both groups were enrolled in a climate change course, and students in the treatment group completed an additional transportation learning module designed to stimulate interest in transportation careers. The results showed that by the end of the semester, student awareness that the transportation industry can provide green and sustainable careers increased by 39.7% in the treatment group compared to no change in the control group. In addition, student openness to working in a transportation related career increased by 17.5% for females in the treatment group compared to no change in the male treatment group and no change in the control group. Given the success of this intervention, similar educational modules at various educational levels could increase the number of women working in transportation. Should such approaches be successful, society will be better prepared to respond to environmental challenges like climate change.

To the bibliography