Journal articles: 'Educational change – Case studies'

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SUE ENGLERT, CAROL, and KATHI L. TARRANT. "Creating Collaborative Cultures for Educational Change." Remedial and Special Education 16, no. 6 (November 1995): 325–36. http://dx.doi.org/10.1177/074193259501600602.

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Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.

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Mabry, Linda, and Laura Ettinger. "Supporting Community-Oriented Educational Change." education policy analysis archives 7 (April 13, 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

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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.

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van den Berg, Owen. "Educational Change: The Case of the UWC Education Faculty." Critical Arts 5, no. 4 (January 1991): 78–97. http://dx.doi.org/10.1080/02560049285310071.

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Drodge, Stephen. "Challenge and Change in the Euro-Mediterranean Region: Case Studies in Educational Innovation." International Journal of Educational Development 22, no. 5 (September 2002): 556. http://dx.doi.org/10.1016/s0738-0593(02)00016-0.

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Baum, Tom. "Introducing educational innovation in hospitality studies: a case study in practical curriculum change." International Journal of Hospitality Management 6, no. 2 (January 1987): 97–102. http://dx.doi.org/10.1016/0278-4319(87)90022-3.

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Dean, Gary J., Jan P. Eriksen, and Sherie A. Lindamood. "ADULTS IN MID-CAREER CHANGE: CASE STUDIES FOR ADVISORS." NACADA Journal 7, no. 1 (March 1, 1987): 16–26. http://dx.doi.org/10.12930/0271-9517-7.1.16.

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Adults are making mid-career changes more frequently today than ever before. According to Arbeiter et al., over 40,000 Americans are engaging in or anticipating a career change at some time in the future.1 Of these, 60% desire educational and career services. The National Center for Education Statistics reports that over 14,000,000 adults are currently enrolled in two- and four-year college credit courses.2 Three trends have i weased the importance of rumtraditional student programs in many universities across the country: 1) the increase in numbers and visibility of the adult, non-traditional college student population, 2) the stabilization or decrease in the size of the traditional, younger student population, and 3) the expanded services and offerings of programs and courses geared to nontraditional students.3 Thus, academic advisors must be able to understand the needs and motivations of adult learners and to develop advising skills and programs in response to these needs. The purpose of this paper is to outline some of the motivations and needs of both full-time and part-time adult learners who are in transition from work to school and to offer suggestions to academic advisors on how to meet those needs.

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Cardellino, P., and P. Woolner. "Designing for transformation – a case study of open learning spaces and educational change." Pedagogy, Culture & Society 28, no. 3 (July 31, 2019): 383–402. http://dx.doi.org/10.1080/14681366.2019.1649297.

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Metzger, Molly W., Patrick J. Fowler, and Todd Swanstrom. "Hypermobility and Educational Outcomes: The Case of St. Louis." Urban Education 53, no. 6 (December 28, 2016): 774–805. http://dx.doi.org/10.1177/0042085916682571.

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The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.

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McInnes, Judith A., and Joseph E. Ibrahim. "Characteristics of an educational publication sourced from deaths investigated by the Coroner that is reported to have promoted practice change." Australian Health Review 36, no. 4 (2012): 367. http://dx.doi.org/10.1071/ah11036.

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Objective. The purpose of this study was to investigate the characteristics of the Residential Aged Care Coronial Communiqué that have promoted previously reported professional practice change, and to explore the circumstances of these changes. Methods. This was an exploratory, qualitative study for which data was collected through semi-structured interview of 15 subscribers to the Residential Aged Care Coronial Communiqué. Results. The Residential Aged Care Coronial Communiqué was reported to promote self-reported practice change though the inclusion of case studies, by being associated with the Coroner, and by providing evidence to justify change. The combination of existing concerns about risk and staff awareness, in conjunction with reading the Residential Aged Care Coronial Communiqué was also reported to promote practice change, as was having the support of senior staff and the authority to implement change. Conclusions. The combination of narrative case studies in the context of an educational publication associated with the Coroner’s Office has been reported to provided evidence and incentive to promote professional practice change in an aged care setting. However the relative influence of the Residential Aged Care Coronial Communiqué, and other background circumstance and facilitating factors on practice change cannot be determined from this study. What is known about the topic? Passive dissemination of written educational material has little or no impact on altering clinical practice. What does this paper add? Exploratory research findings published in this paper provide insight into characteristics of an electronic, educational publication for a health professional audience reported to have promoted practice change in a residential aged care setting. What are the implications for practitioners? The inclusion of short, clearly written case studies that describe real situations that have been investigated by the Coroner, in the context of a publication associated with the Coroner’s Office, has been reported to motivate staff to change professional practice to improve safety in a residential aged care setting.

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Dougherty, Jack. "Defining Purpose and Process in Teaching History with Case Studies." History of Education Quarterly 56, no. 1 (February 2016): 116–25. http://dx.doi.org/10.1111/hoeq.12152.

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When the History of Education Quarterly editors invited us to contribute to this forum, they asked us to reflect on how we taught histoiy with case studies. To jump-start our exchange, they suggested four possible purposes for teaching history in this way, which I have paraphrased below: •To reflect on the antecedents of the so-called “new” educational policy topics (what is the long histoiy of standardized testing?).•To disrupt conventional beliefs with counterexamples (why did nineteenth-century science and math classrooms include so many female students?).•To compare and contrast educational change in particular places or regions (how did the development of schooling differ in New England, the New South, or New Mexico?).•To call attention to the intersection of human agency and institutional structures (how did teachers, parents, and political leaders conflict or collaborate in struggles over school reform?).

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HUYSER, MACKENZI, BILL BOERMAN-CORNELL, and KENDRA DEBOER. "Christian Schools and Demographic Change: Two Case Studies." Journal of Research on Christian Education 20, no. 1 (March 30, 2011): 4–27. http://dx.doi.org/10.1080/10656219.2011.557572.

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Vovk Korže, Ana. "INNOVATIVE APPROACH TO EDUCATION ON CURRENT ENVIRONMENTAL PROBLEMS: SOME CASE STUDIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 35–40. http://dx.doi.org/10.48127/gu-nse/13.10.35.

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For effective education on current environmental problems in Slovenia two educa-tional polygons were established with the help of the Ministry of Education. The mission of the first educational polygon for ecoremediation is to educate the youth about the adapta-tion to climate change. The focus is on green technologies and natural systems. The polygon for self-learning is intended for teaching practically all generations, not just schoolchildren, how to raise the awareness of their own self-sufficient supply. The emphasis is on protection of soil and organic matter in sustaining life in the soil. Key words: adaptation to climate change, ecoremediation, environmental problems, learn-ing by doing, self-sufficient supply.

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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.

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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.

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Little, Deandra, and Jessie L. Moore. "A typology for catalyzing pedagogical change: Fostering multiple pathways through SoTL." Hungarian Educational Research Journal 11, no. 3 (September 6, 2021): 262–73. http://dx.doi.org/10.1556/063.2021.00070.

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AbstractBuilding on ecosystem models that examine individuals’ development within professional environments (Roxå, 2014; Hannah & Lester, 2009), we explore how campus centers for educational development and research can provide a range of experiences for faculty to learn about scholarship of teaching and learning (SoTL), conduct individual or collaborative – and sometimes multi-institutional – SoTL, and go public with their work. Using extended case studies of colleagues who have become increasingly more active in SoTL, we created a typology of the experiences that supported their development. The case studies illustrate that offering a variety of educational development options at different institutional levels and with different time commitments enables developers to meet faculty where they are – and to provide growth opportunities for deepening SoTL commitments. Our typology can help educational developers prioritize among potential programs by considering the cost-benefit analysis not only for individual faculty but also for micro-, meso-, and macro-level institutional cultures.

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Ilkovičová, Ľubica, and Ján Ilkovič. "Mining Educational Trail in Slovakia." Land 11, no. 6 (June 17, 2022): 936. http://dx.doi.org/10.3390/land11060936.

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Mining was part of the development of industrial society and a driving force of technological education and economic growth of the region. After mining ceased, many mining sites and their surrounding areas found themselves in a state of insecurity. Mining in Slovakia has had a long and rich history in the mountainous regions (e.g., Spiš, Gemer, a well-known area around Banská Štiavnica). This research is focused on the potential of the marginal mining areas Markušovce, Rudňany Poráč in the Spiš region and is oriented towards linking mining, landscape and tourism. The main analytical and synthetic research methods were supported by field research and participatory methods with a questionnaire and emotional maps. The results obtained were used in an alternative solution for eco-park case studies. The research results are operational trail models of geotourism. Further research results are concepts of eco-geoparks, which were based on the evaluation of case studies. In terms of landscape design, concepts have been specified in which landscape design dominates. Mining traces are an inseparable part of the landscape. Mining has brought its benefits but also its negatives. How do we deal with this heritage? This research responds that landscape revitalization, the development of educational tourism and the creation of a diverse environment is one of the good ways.

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Santamaría, Lorri J., and Andrés P. Santamaría. "Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change." International Journal of Multicultural Education 17, no. 1 (January 25, 2015): 22. http://dx.doi.org/10.18251/ijme.v17i1.1013.

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This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices, responsive to the diversity presented in their schools, offer reconceptualizations of educational leadership for a changing society. Applied critical leaders are defined through similarities and differences, followed by suggestions for critical leadership promoting social justice and educational equity and culturally responsive practices to inform policy and practice for sustainable future-focused educational leadership.

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Polyzoi, Eleoussa, and Tatiana Nazarenko. "A Comparative Analysis of Four Case Studies of Educational Reform in Russia: Strategies of Survival and Change." World Studies in Education 5, no. 2 (January 1, 2004): 65–80. http://dx.doi.org/10.7459/wse/05.2.05.

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Johnson, Austin H., and Bryan G. Cook. "Preregistration in Single-Case Design Research." Exceptional Children 86, no. 1 (September 23, 2019): 95–112. http://dx.doi.org/10.1177/0014402919868529.

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To draw informed conclusions from research studies, research consumers need full and accurate descriptions of study methods and procedures. Preregistration has been proposed as a means to clarify reporting of research methods and procedures, with the goal of reducing bias in research. However, preregistration has been applied primarily to research studies utilizing group designs. In this article, we discuss general issues in preregistration and consider the use of preregistration in single-case design research, particularly as it relates to differing applications of this methodology. We then provide a rationale and make specific recommendations for preregistering single-case design research, including guidelines for preregistering basic descriptive information, research questions, participant characteristics, baseline conditions, independent and dependent variables, hypotheses, and phase-change decisions.

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Ashley, Martin. "Behaviour Change and Environmental Citizenship: A case for spiritual development?" International Journal of Children's Spirituality 5, no. 2 (December 2000): 131–45. http://dx.doi.org/10.1080/713670914.

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Williams, Joyce E., and Lisa Garza. "A Case Study in Change and Conflict." Urban Education 41, no. 5 (September 2006): 459–81. http://dx.doi.org/10.1177/0042085906289716.

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Haryanto, Sri, and Ngarifin Ngarifin. "Transformation of The Education System in Islamic Educational Dormitory." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 1 (April 12, 2022): 397–404. http://dx.doi.org/10.37680/scaffolding.v4i1.1373.

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: This study aims to explain the transformation of the education system in the Tegalrejo Islamic College Dormitory, Magelang, Central Java. Change of education in Islamic college dormitories requires various kinds of knowledge and skills that support the observation, recording, management, and description of the facts on the phenomena that occur in the field have scientific power. For this reason, this study uses two approaches, namely socio-anthropological and phenomenological. Observation, in-depth interviews, and documentation studies, data collection techniques were carried out. The collected data is then organized, interpreted, and critically analyzed through case analysis and cross-case analysis. Thus to compile the concept and abstraction of research findings. The results showed that there had been a transformation of the education system at the Tegalrejo Islamic College Dormitory in Magelang as evidenced by changes in the institutional management side; pesantren curriculum; educational methods; educational goals.

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Jacobson, Ronald B. "School Bullying and Current Educational Practice: Re-Imagining Theories of Educational Transformation." Teachers College Record: The Voice of Scholarship in Education 109, no. 8 (August 2007): 1931–56. http://dx.doi.org/10.1177/016146810710900805.

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Background/Context Bullying within schools continues despite thoughtful and well-researched anti-bullying strategies deployed against it. The bulk of research targeted toward understanding and eradicating bullying within schools is of an empirical nature. In other words, through data collection, questionnaires, interviews, ethnography, observation, case studies, etc., researchers have sought to carefully assess bully/victim characteristics as well as the social processes that fuel bullying within schools. Purpose This project considers educational transformation (i.e., how we might transform those we educate) through a variety of pertinent, yet diverse, lenses. Specifically this paper is situated in the conviction that in order to stop bullying we must affect desire. We ask, then, how philosophical theories of transformation, specifically those regarding changes in dispositions, might contribute to our understanding of school bullying and current strategies aimed at reducing it. In short, the driving question underlying this project simply asks: how can we help the bully to no longer desire to bully? Research Design In contrast to the traditional empirical methodology which has been directed toward bullying research, this project employs several alternative philosophical and theoretical lenses, seeking to view bullying and the strategies aimed against it from diverse perspectives, raising fresh insights into this ongoing educational dilemma. Three broad philosophical lenses are employed, seeking to understand the processes of rational change (i.e., how one's mind is changed), the desires that operate in relations of domination (i.e., bullying), and the social/cultural forces that may work to create characters such as bullies and victims. Conclusions/Recommendations As a result this project broadens current anti-bullying strategies, adding helpful insights regarding the “heart” change (i.e., transformations of desire) which may be necessary to effectively reduce bullying within schools. This interdisciplinary approach outlines future avenues of response not only aimed at transforming the bully/victim relationship after the fact, but also toward cultivating specific kinds of relationships within schools which may head off bullying before it develops.

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Kohtamäki, Natalia. "The Case of Finnish Innovative Society: Shaping Legal Higher Education in Line with the Ideals of Social Solidarity." Studia Europejskie - Studies in European Affairs 26, no. 4 (January 1, 2023): 199–215. http://dx.doi.org/10.33067/se.4.2022.8.

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In a dynamically changing World, the process of educating students at universities must also change. The changes implemented, however, should be well thought out. The events of the last two years related to the pandemic have caused a global revolution in teaching methods, which have had to be modifi ed to transfer knowledge remotely. Such ad hoc changes are contributing to a change in how higher education is viewed, especially in the context of traditional fi elds of studies such as the law, which have so far been reluctant to embrace new trends in curriculum design and educational methods. Because of their natural attachment to national legal systems, these faculties have been slower than others to undergo internationalisation, i.e. student exchanges in the educational process (due to diffi culties with subjects being recognised abroad). For years, the Nordic countries, and especially Finland, have been among the leading countries in the world with regard to shaping effective and innovative systems of education, including higher education.

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Mondéjar-Jiménez, Juan-Antonio, María Cordente-Rodríguez, Miguel-Ángel Gómez-Borja, María-Encarnación Andrés-Martínez, and Juan-Carlos Gázquez-Abad. "Case Studies As Practical Teaching In The New Marketing Courses." American Journal of Business Education (AJBE) 3, no. 13 (December 1, 2010): 33–38. http://dx.doi.org/10.19030/ajbe.v3i13.975.

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The European Higher Education Area is assuming a change in the teaching-learning of all European universities. The area of Marketing, traditionally characterized by being at the forefront in terms of educational innovation, faces the challenge of finding new tools to facilitate the work of students by encouraging their involvement in the acquisition of new skills. This paper analyzes the capacity that the development of case studies has to develop skills and competencies by the students, which are defendants in the framework of the European Higher Education Area to suit the environment established in the labor market. To this end, it is analyzed the experience and the main conclusions of the practices carried out at the University of Castilla-La Mancha, with the participation of student groups at an international conference aimed at developing teaching cases in public and nonprofit marketing.

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Hodgson, Jayne. "History of Aboriginal Education and Cape York Peninsula: A Case Study." Aboriginal Child at School 18, no. 3 (July 1990): 11–35. http://dx.doi.org/10.1017/s1326011100600650.

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The aim of comparative studies in education is to improve our understanding of our own problems of education at the national level. In the words of Phillip E. Jones (1973:24), “Comparative education can lead us to understanding, sympathy and tolerance”. More than that, it is hoped that it can lead to improved circumstances for Australia’s most disadvantaged minority group – the Aborigines.The Aborigines were the first people to have a social system in Australia. That system, however, has undergone dramatic change in the last 200 years at the hands of ‘white’ migrants. Changes in educational policy in Australia have been largely a reaction to what the ruling majority has regarded as the ‘Aboriginal problem’. Schooling for Aborigines thus moved, early this century, from an era of mission schools and reserves to ‘formal’ schooling which was introduced in the 1960’s. Policies then shifted in turn from ‘assimilation’ to ‘integrationism’ to ‘self-determination’ and self-government’ for the Aborigines.

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Johnston, Marilyn. "Contrasts and Similarities in Case Studies of Teacher Reflection and Change." Curriculum Inquiry 24, no. 1 (1994): 9. http://dx.doi.org/10.2307/1180143.

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Holley, Karri A., and William G. Tierney. "Sustaining Change in Universites: Continuities in Case Studies and Concepts (review)." Review of Higher Education 28, no. 4 (2005): 634–36. http://dx.doi.org/10.1353/rhe.2005.0043.

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Altbach, Philip G. "Sustaining Change in Universites: Continuities in Case Studies and Concepts (review)." Journal of Higher Education 77, no. 5 (2006): 932–34. http://dx.doi.org/10.1353/jhe.2006.0038.

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Heywood, David. "Faith development theory: a case for paradigm change." Journal of Beliefs & Values 29, no. 3 (December 2008): 263–72. http://dx.doi.org/10.1080/13617670802465813.

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Williamson, LeMarra. "An exploration of strength-based consultation; The Tree of Change." Educational and Child Psychology 39, no. 3 (December 2022): 129–48. http://dx.doi.org/10.53841/bpsecp.2022.39.3.129.

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AimsThis paper presents and evaluates the consultation model Tree of Change (ToC) which offers an alternative approach to traditional problem-solving consultation frameworks for practice in educational psychology. ToC aims to resolve many of the issues associated with the traditional deficit models by enhancing the positive developmental pathways of pupils through augmenting their strengths, as opposed to focusing solely on reducing or eliminating the stated issue of concern (Donovan & Nickerson, 2007; Nickerson & Fishman, 2013; Resiliency Initiatives, 2011).MethodThis study was set within diverse ethnic and socio-economic communities based in north and east London. The researcher used a qualitative case study design. For the purpose of this study, case studies have been defined as a strategy for carrying out an investigation of a particular occurrence within the context of ‘the real world’ (Robson, 2011). The present study fits within Robson’s notion of a ‘set of individual case studies’ because it involves the study of a common set of features (e.g. exploring the implementation of ToC) across eleven consultations: nine Educational Psychologist (EP)and two EP-Teacher-Parent-pupil consultations. In total four EPs participated in the study all of whom were female. Eleven case studies were generated as a result of this: EP A submitting one case study, EP B submitting five cases, EP C submitting three cases and EP D providing two cases. The ethnicity of the EPs were black British, white British and Italian. The ethnicity of the consultees is reported in appendix 3. Consultation meetings were facilitated by EPs using the ToC model, please refer to appendix 1.FindingsEvaluation data revealed the ToC approach generated pupils’ strengths at different levels of ecology which influenced action plans by affecting the choice of strategy and/or target of interventions for young people.LimitationsData purported that information about the ToC should be shared in advance of consultation meetings so that consultees can better prepare and familiarise themselves with the process. Using the ToC virtually reportedly reduced relational connections when compared to engaging in this process face-to-face.ConclusionsThe ToC is a collaborative consultation framework which creates positive developmental pathways for pupils through augmenting their strengths and reducing the emphasis placed on their deficits. The process promotes shared understanding of pupil’s narratives and empowers marginalised voices.

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Ruch, Charles P. "Turning Around Colleges of Education." International Journal of Teacher Education and Professional Development 3, no. 2 (July 2020): 79–91. http://dx.doi.org/10.4018/ijtepd.2020070106.

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The last decade has produced an unprecedented number of stakeholders calling for demonstrated improvement in the preparation of educational personnel. These pressures directly challenge the way teachers are prepared and the unit responsible for that work—Colleges of Education. Failure to identify needed changes and respond can result in the unit facing a crisis. The following study outlines comprehensive changes needed to accommodate to the ‘New Normal' of the teacher education enterprise, illuminates a change strategy to turnaround a unit in crisis, and reports two case studies where a College of Education responded to needed changes. Lessons from these two case studies served as a basis for a turnaround model useful to other institutions.

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Bechtel, Pamela A., and Mary O’Sullivan. "Enhancers and Inhibitors of Teacher Change among Secondary Physical Educators." Journal of Teaching in Physical Education 26, no. 3 (July 2007): 221–35. http://dx.doi.org/10.1123/jtpe.26.3.221.

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The purpose of this study was to explore enhancers and inhibitors that impacted 4 secondary physical education teachers to make changes in their programs. An interpretivist approach was used to understand the physical educators’ change process. Data were collected from document analyses, participant information sheets, interviews, discussion groups, and observing classes. Data were analyzed as 4 case studies using inductive analysis that examined emergent themes for each participant. A cross-case analysis highlighted the common enhancers and inhibitors for the teachers’ change process. The enhancers to change were the teachers’ visions and beliefs of physical education and support from principals, colleagues, and students. The inhibitors to change were district practices and policies and educational priorities. Gaining a better understanding of the teacher change process will help to design more effective professional development programs for secondary physical education teachers.

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Małys, Krzysztof. "CHANGE OF SUBSIDY ALGORITHM VS. HIGH EDUCATIONAL COST IN PUBLIC HIGH SCHOOLS IN POLAND – CASE STUDY." Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu, no. 480 (2017): 80–88. http://dx.doi.org/10.15611/pn.2017.480.07.

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Bresler, Liora. "Traditions and change across the arts: Case studies of arts education." International Journal of Music Education os-27, no. 1 (May 1996): 24–35. http://dx.doi.org/10.1177/025576149602700104.

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This study describes the operational curriculum of arts education (visual arts, music, dance and drama education) in two elementary schools, using a qualitative, case-study methodology. The paper presents four orientations of arts education: (a) the Social orientation (arts as community builder); (b) the Subservient to academics orientation; (c) the Affective orientation; (d) the Discipline-based orientation. To understand the roles that the arts serve in the school, one needs to examine larger contexts including the goals and ideology of the school, and teachers’ beliefs. An examination of these roles reveals tensions between the traditional functions of the school arts and the push for curricular change in the scholarly literature and state departments of education.

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Ozamiz-Etxebarria, Naiara, Sonia Ruiz de Azúa, Maitane Picaza, and Jeffrey Cornelius-White. "Reducing stigma towards mental disorder in social education students through case studies and problem-based learning." Behavioral Psychology/Psicología Conductual 30, no. 2 (September 9, 2022): 465–81. http://dx.doi.org/10.51668/bp.8322208n.

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Mental disorders are one of the most stigmatized conditions in our society, which is a barrier to recovery for these individuals. However, stigmatizing attitudes can change, and education and personal experience with people who have a mental disorder can reduce stigmatizing attitudes. The present study assessed 111 social education students' stigma toward people with mental disorders and knowledge about mental disorders before and after an educational intervention involving active case studies and problem-based learning methodologies. Self-reports were used to measure attitudes toward mental disorder and knowledge about mental health. Negative attitudes towards mental disorders were reduced and knowledge increased after the intervention (p< .05). These results demonstrate the effectiveness of this type of active educational interventions in reducing stigma towards people with mental disorders. However, it is important to continue conducting studies of this type to increase the scientific evidence.

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Ruszkowska, Marzena. "Autoaggressive behaviours in educational care centres." Pedagogika. Studia i Rozprawy 28 (2019): 141–49. http://dx.doi.org/10.16926/p.2019.28.11.

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A temporary separation from a biological parent which a child experiences is always, even though it might be for child’s sake, a stressful situation. Taking into account some other problems that might occur, it all might lead to aggressive and autoaggressive behaviours. The researches done for the purpose of this publication were conducted in three educational care centres located within bialski district. Twenty-five charges and ten educators participated in the researches. The studies enabled the three following: gathering information concerning autoaggressive behaviours, learning ways how educators cope with these behaviours, learning educators’ opinions on the factors that affect these behaviours. Furthermore, studies gave a chance to compare and contrast subjective feelings and impressions of both charges and educators. Additionally, within a case study, gathered information was complemented with the individual talks with selected educators in the educational care centres.

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Oden, Sherri. "How Researchers Can Support Community Efforts for Change: Illustrations From Two Case Studies." Applied Developmental Science 4, sup1 (June 2000): 28–37. http://dx.doi.org/10.1207/s1532480xads04suppl_4.

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El Balshi, Mohamed. "The role of change leadership in The role of change leadership in the public secondary school in eliminating waste of operations using the Lean management approach - a qualitative study." International Journal of research in Educational Sciences 5, no. 3 (June 15, 2022): 131–78. http://dx.doi.org/10.29009/ijres.5.3.4.

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The study aimed to enrich the educational literature by suggesting a method for managing secondary school based on addressing the forms of waste in operations and showing the role of change leadership in secondary school in eliminating operational waste through the use of a lean approach, improving secondary school operations and adapting them with the Lean approach to maximize added value, improve performance, and enhance job satisfaction. The study adopted a qualitative approach based on the case study method, and used a focus group interview, where 7 group interviews were conducted with 21 school staff, teachers, administrators, technical mentors, and heads of departments in the educational administration that the school subject to the case study follows. Through the focus group interviews, the pathways of value production were revealed in the secondary school, and the researcher was able in an inductive way to understand the main issues, ideas, and concerns related to waste in school operations. The study found: - There are five types of waste in secondary school: wasting teachers’ capabilities, wasting operations, wasting information, wasting material assets, and wasting leadership. - Implementation of two workshops on the Lean approach and how change leadership can use it to eliminate waste. By understanding the governing philosophy of the Lean approach and training in the application of its tools, you can lead change in Egyptian secondary schools, maximize the role of the school, enhance the capabilities of workers, and transform the high school into a real educational institution. - The case study demonstrated the possibility of applying the Lean approach to secondary school operations and its success in eliminating waste, which enabled the school leadership to improve the flow of operations and reduce work for teachers, and allowed the reinvestment of staff time in ways that lead to adding new value to existing operations. - Strong leadership is a necessary condition for using the Lean approach, and it should spend 80% of the effort when using the Lean approach on changing leadership beliefs, behaviors and practices; Because strategic leadership activities facilitate the use of the approach.

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Mollaeva, Elza Alipasha. "Gender Stereotypes and the Role of Women in Higher Education (Azerbaijan Case Study)." Education and Urban Society 50, no. 8 (July 13, 2017): 747–63. http://dx.doi.org/10.1177/0013124517713613.

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Gender stereotypes are common among students of both sexes and among the teachers and students’ family environment. In addition to communication processes, they are manifested in the phenomenon of gender-based division of learning and the hidden curriculum. In developing countries, the problem of access to higher education is also unsolved, not only because of socioeconomic reasons but also because of psychological reasons—devaluation of education and professional potential of women. These factors have a negative influence on social and economic processes in general. The study of gender stereotypes is the foundation for strategies’ development to overcome gender inequality and implementing a model of gender parity (egalitarian model). This model assumes that the change must take place on both sides: the impact on people’s behavior by laws prohibiting discrimination, providing financial support and openings for women students; and changes in belief prevailing in the society by initiating discussions in media, educational institutions, and community organizations with a reasoned positioning of gender equality importance.

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Fast, Idit. "Understanding Educational Policy Formation." Sociology of Education 89, no. 1 (November 22, 2015): 59–78. http://dx.doi.org/10.1177/0038040715615923.

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This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel. I argue that diffusion of global policy ideas and practices provides the menu of possible policies, while within-country struggles over legitimacy in the policy domain serve as a mechanism shaping which items on the menu becomes actual policy. Specifically, in the Israeli case, the interest in and action toward school violence were influenced by a global trend, but the actions of Psychological-Counseling Services (PCS) who struggled to assert their legitimacy as the authority on school violence in the Israeli Ministry of Education (MOE) shaped the adoption, rejection, and institutionalization of the specific school violence policy ideas and practices.

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Reimer, Joseph. "Vision, Leadership, and Change: The Case of Ramah Summer Camps." Journal of Jewish Education 76, no. 3 (August 31, 2010): 246–71. http://dx.doi.org/10.1080/15244113.2010.501503.

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Thorley, N. Richard, and Robin K. Woods. "Case studies of students’ learning as action research on conceptual change teaching." International Journal of Science Education 19, no. 2 (February 1997): 229–45. http://dx.doi.org/10.1080/0950069970190207.

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Baldwin, Roger G. "Tenure on Trial: Case Studies of Change in Faculty Employment Policies (review)." Review of Higher Education 27, no. 2 (2004): 260–61. http://dx.doi.org/10.1353/rhe.2003.0048.

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Lash, Cristina L., and Monika Sanchez. "Place-Based Reform in the Context of Neighborhood Change: A Case Study of the Mission Promise Neighborhood." Education and Urban Society 51, no. 5 (December 18, 2017): 613–39. http://dx.doi.org/10.1177/0013124517747362.

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Nationwide, place-based initiatives aiming to improve school and community outcomes are in the midst of neighborhood demographic change. We explore this issue through a case study of the Mission Promise Neighborhood (MPN). We discuss how the social and educational context of MPN poses several challenges to implementing Promise Neighborhood reforms. Drawing on enrollment and residence data from San Francisco Unified School District (SFUSD) and the U.S. Census, we show that the MPN service population extends beyond the geographic boundaries of the neighborhood and includes two primary groups of increasingly unequal social and economic status: working-class Latinos and high-income Whites. We situate these findings within the context of SFUSD’s school assignment policy and gentrification in the Mission neighborhood. We conclude that complexities in the MPN service population have significant implications for MPN service provision and the definition of a “neighborhood community.” These implications apply to other place-based initiatives experiencing neighborhood demographic change.

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Maask, Vahur, Alo Mikola, Tarmo Korõtko, Argo Rosin, and Martin Thalfeldt. "Contributions to ventilation system demand response: a case study of an educational building." E3S Web of Conferences 246 (2021): 11001. http://dx.doi.org/10.1051/e3sconf/202124611001.

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The increasing share of volatile renewable energy in the electricity grid increases the importance of load flexibility and Demand Response for balancing electricity supply with demand. Flexible loads in office buildings (e.g. educational buildings) are heating, ventilation, and air conditioning (HVAC) systems. This paper focuses on ventilation systems as flexible loads for providing ancillary services to the grid. A number of studies consider ventilation system control based only on demand or discuss possibilities of improving system performance. Previous studies provide little or no information about ventilation system flexibility, e.g. amount of power modulation, the rate of change, and the duration of how long the power level can be held. The described information is required by aggregators to provide load aggregation services for transmission system operators (TSO). This paper proposes a robust and model-free approach to estimate ventilation system flexibility according to CO2 concentration in extracted air. The proposed approach includes power regulation boundaries for the ventilation system and duration estimation when operating at the selected boundary. A case study is conducted on a ventilation system, which services an auditorium of an educational building. The current paper analyzes the proposed robust approach for estimating ventilation system flexibility and compares estimation to measured results.

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Nthontho, Maitumeleng Albertina. "School Principals Managing Policy Change: The Case of Religion Policy." Religion & Education 47, no. 1 (September 26, 2019): 77–97. http://dx.doi.org/10.1080/15507394.2019.1668254.

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Goodnow, Jacqueline J., Jeanette A. Lawrence, Jacinta Ryan, Gery Karantzas, and Kylie King. "Extending studies of collaborative cognition by way of care giving situations." International Journal of Behavioral Development 26, no. 1 (January 2002): 16–25. http://dx.doi.org/10.1080/01650250143000274.

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Care giving situations contain several features that offer opportunities for expanding the way that collaborative cognition is conceptualised and explored. These features are the presence of several possible contributors, more than one kind of change in participation, distinctions drawn among parts of a task, and differences in understanding based on interests. All represent departures from the traditional focus on dyads, tasks that emphasise one kind of change only, single problems, and differences in competence or expertise. All are also features likely to be found in everyday problem solving. Study 1 focuses on family contributions, based on reports by care givers about their current situation and their preferences for the involvement of other family members. Study 2 presents a standard family scenario and focuses on the views held by care givers, older adults, and community nurses about the reasonableness of various changes in participation. Results are discussed in terms of the ways situations such as care giving can help build a richer picture of collaborative cognition, one that is applicable to a variety of tasks and to all parts of the life span.

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Trinh, Thu Thi, Chris Ryan, and Hung Duc Bui. "Heritage, education and processes of change in Vietnamese rural tourism: A case study from Hội An." Journal of Vacation Marketing 26, no. 3 (February 24, 2020): 378–94. http://dx.doi.org/10.1177/1356766720904753.

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While the notion of farm tourism is not new in tourism studies, it continues to evolve and take forms not previously examined. This article describes the development of this form of tourism on the outskirts of Hội An (a World Heritage Site in Vietnam) as a farming sector seeks to build on a demand being created by visitors to the United Nations Educational, Scientific and Cultural Organization gazette site. Based on 27 informants, the article examines the nature of the agritourism products and their move towards sustainable tourism in response to demand. The article highlights (a) the nature of the products, (b) the opportunity provided by proximity to a World Heritage Site and (c) the educational background of the farmers and suggests that levels of education possess importance by enabling entrepreneurs to acquire business skills not previously available to earlier generations. In identifying this, the article contributes to a literature on how tourism products evolve in developing countries, for not only does education create skill sets but also creates an awareness of the commercial and social values of traditions and the need to retain this as expressions of cultural patterns of life.

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Arthur, Tiffany. "Samoan Villages and the MIRAB Model: Four case studies." Journal of Samoan Studies Volume 10 10, no. 10 (September 22, 2020): 40–59. http://dx.doi.org/10.47922/lcty4803.

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In 1965-67 Brian Lockwood documented the socioeconomic circumstances of four Samoan villages (Poutasi, Uafato, Utuali’i and Taga), In this paper I present the results of studies of those four villages in 2018-2019 that show the trajectory of mainly subsistence to mainly commercial agriculture expected by Lockwood and others in the period following Samoa’s Independence in 1962 has not occurred, and suggest that the processes of change and the similarities between the case study villages may be explained with reference to the MIRAB model first articulated in 1984 by Bertram and Watters. The MIRAB model of development proposes that, the interacting characteristics of small Pacific Islands of migration (MI), remittances (R), aid (A) and state generated employment (bureaucracies ‘B’) created a “perfectly sustainable strategy” for most Pacific island countries. My research findings suggest MIRAB model can be applied to an understanding of the trajectory of village development in Samoa since the 1960s. The economies of the four villages studied rely heavily on remittances (R) from their relatives overseas (MI) and the new component of aid (A) in the form of village projects funded directly by donors for development purposes in a particular village in the form of village projects. The village councils, women’s committees, or youth groups usually implement these projects. The bureaucracy (B) component of the MIRAB (which in the literature refers to government employment) can also be understood as the provision of services to villages and rural districts by government agencies (B), such as health and educational facilities, police outposts, access roads, water and electricity supply and other infrastructure.

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Elsaadany, Amr, and Mohamed Soliman. "Experimental Evaluation of Internet of Things in the Educational Environment." International Journal of Engineering Pedagogy (iJEP) 7, no. 3 (September 29, 2017): 50. http://dx.doi.org/10.3991/ijep.v7i3.7187.

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In the trials of utilization of technology for the society, efforts have shown benefits of the ICT use in facilitating education from different perspectives based on different waves of technological change. The recent development in technologies has also resulted in change of user behavior and usage patterns towards different areas of life, and consequently in the area of education. A new wave of change has started and is expecting to proliferate with stronger connectivity and interoperability of various devices, named as the Internet of Things (IoT). The internet of things is expected to give strong impacts on different areas of life including healthcare, transportation, smart homes, smart campus, and more. Consequently, there are inherent benefits to the education environment that are not yet well established in literature. The paper studies the potential benefit and impact of the IoT evolution concept in both the physical and the virtual learning environment and suggests a paradigm with use case scenarios. The results of an experimental evaluation on the aspects of applying IoT technology in education are presented and discussed in order to verify the set of related hypotheses.

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Journal articles on the topic 'Educational change – Case studies'

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