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1

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

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Thesis advisor: Dennis L. Shirley
Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
2

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

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3

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

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

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

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

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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.

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

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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.

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

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.
11

Suliman, Rami. "Studying educational intervention : the case study of the new educational environment (NEE) programme in Israel." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250120.

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12

Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.

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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
13

Hutchinson, W. B. D. "Action research, educational change and professional development." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381565.

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14

Fagan, Kyle. "Social Partnerships for Educational and Community Change." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108271.

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Thesis advisor: Patrick McQuillan
The challenges facing our communities are complex, interconnected, and urgent (Kania & Kramer, 2011). Recognizing these challenges, policy makers, funders, and practitioners are turning to social partnerships as a promising strategy for community and educational change (Bess, 2015; Henig et al., 2015). Social partnerships involve the joining together of organizations from across sectors of society to tackle social problems (Crane & Seitanidi, 2014). The underlying premise of the Promise Neighborhoods program, one such social partnership, is that providing access to resources, services, and supports in a comprehensive manner will have the greatest effect on educational and community outcomes (U.S. Department of Education, 2018). This study seeks to shed light on the process of initiating and implementing a social partnership. In this study the author employed a two-phased, mixed methods design using social network analysis and interviews with organizational representatives to examine the network structures of communication and collaboration within one Promise Neighborhoods initiative: the Boston Promise Initiative. The sample for the social network analysis consisted of 33 individuals from 27 partner organizations. Further, follow-up interviews with 11 individuals were held to understand how network structures and processes might impact educational and community change. Findings from the social network analysis and qualitative interviews reveal networks of communication and collaboration rooted in a deep history of place-based change efforts, facilitating access to network resources and social capital among partner organizations. The findings highlight the importance of recognizing both challenges and opportunities of partnering with schools. Further, the findings highlight the importance of a lead organization’s ability to attend to both technical processes, such as facilitating communication among partners, and cultural processes, such as negotiating organizational identity. Taken together, the findings from this study point to the complex nature of cross-sector collaboration and identify structural factors and network processes that may impact the success of the efforts. By better understanding the structure and processes inherent in social partnerships, organizations can be better supported as they develop and implement cross-sector initiatives aimed at making meaningful change in their communities
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
15

Roeuny, Sondra. "Understanding the Value of Relationships in Developing Sustainable Community Change." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256597.

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Since the 1980s, community leadership development programs (CLDPs) across the United States have been developing the capacities of citizens to become effective local leaders. Generally, CLDPs focus on three key areas: building and enhancing the leadership skills of their participants; increasing participants’ awareness and knowledge about their communities; and cultivating the participants’ relationships with each other and with other community leaders. However, when it comes to evaluation studies about the impact of CLDPs, most of the scholarly work has focused on assessing the change in the leadership skills of the programs’ participants. Only limited research focuses on how CLDPs impact the ability of local leaders to work together over time to achieve collective action.

This research study investigated a type of CLDP, the American Leadership Forum-Great Valley Chapter program (ALF-GVC). Through the lens of social network theory and the relational capacity framework, it examined how relationships that are cultivated during the ALF-GVC program impact the ways in which its senior fellows work together to address community issues. Insights from the collective experience of 30 research participants revealed that the ALF-GVC program does impact the relational capacity of its senior fellows. Specifically, evidence supports that the ALF-GVC program helps create a positive internal working environment for senior fellows. The program was associated with increasing the size, diversity, cooperation, and cohesion of the research participants’ networks. As such, by expanding our understanding of how local leaders build relationships and the ways in which those relationships impact how they work together over time to address community issues, the findings from this research study contribute to the literature and practice, all of which can be used to help sustain and strengthen civic engagement in the United States.

16

Nongkas, Catherine Matmadar, and res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.

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Papua New Guinea gained its independence from Australia in 1975. However, as a developing nation, PNG has continued to depend on external assistance for its development programs. Extensive foreign aid has been expended primarily to enhance the quality of education. To explore the issue of foreign aid and its impact on PNG as a postcolonial society, the dependency and postcolonial theories were adopted to guide the discussion. The theorist Beeby argues that in order to improve the quality of education, the level of general education and training of teachers in developing countries must be raised. This has occurred in PNG but it has not significantly enhanced the quality of education. Consequently, the issue explored concerns the type of educational change occurring in PNG primary teachers’ colleges (PTCs) and its leadership. Globalization processes were adopted to guide the exploration of the education reform and its impact on the quality of education in primary teacher education in PNG. The following questions focused the content of the study:1. What is the quality of education being experienced in the Catholic Primary Teachers’ Colleges? 2. What are the lecturers’, students’, and recent graduates’ perceptions of the recent Primary and Secondary Teacher Education Project innovations occurring in the teachers’ colleges? 3. How is the curriculum in the teachers’ colleges perceived by the lecturers, students and recent graduates? 4. How is leadership demonstrated in the three Catholic Primary Teachers’ Colleges? The epistemological framework of the research was constructionism adopting an interpretivist approach. The specific interpretivist perspective employed was symbolic interactionism because symbolic interactionism places emphasis on the importance of understanding, interpretation and meaning. A case study approach was adopted as the methodology for this research because of the nature of the research purpose. This study involved a total of 166 participants consisting of staff and students from the three Catholic primary teachers’ colleges, representatives from the Catholic Church, National Department of Education (NDOE), Primary and Secondary Teacher Education Project (PASTEP) and other education officers. The data was gathered through a variety of methods including in-depth interviews, participant observation, focus groups, and documentary analysis. The major conclusions that emerged from this study revealed that educational change in primary teacher education has been implemented. However, the study concluded that the quality of leadership demonstrated to lead the educational change was disappointing. Inadequate leadership at the administration and curriculum levels had a negative influence on the quality of education. Achieving quality education was also hampered by inadequate funding, scarcity of resources and inappropriate infrastructure in all the institutions. The two-year trimester program has improved access and quantity but at the expense of quality. To assist primary teacher education implement the reform agenda, foreign aid was required. PASTEP was introduced and the contribution made by PASTEP was substantial. However, the study concluded that some of the strategies adopted by PASTEP to conduct its programs were questionable because there was evidence of hegemonic and colonial practices found among some of its workforce. In accepting foreign aid projects, PNG needs to establish strategies to ensure equitable partnerships with all stakeholders for sustainable development in education. In this respect, the findings of this study may serve as a guide for future decisions about educational leadership, curriculum innovation, donor funding agencies and policy generation.
17

Neather, Edward John. "Education in East Germany 1945-1998 : educational change in the former GDR." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265272.

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Nongkas, Catherine Matmadar. "Leading educational change in primary teacher education: A Papua New Guinea study." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/6905928a5efbf36bafb3aa8f2d864263f3afbc6d9ad680aedc18a603bfdd0b6d/3330177/65032_downloaded_stream_257.pdf.

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Papua New Guinea gained its independence from Australia in 1975. However, as a developing nation, PNG has continued to depend on external assistance for its development programs. Extensive foreign aid has been expended primarily to enhance the quality of education. To explore the issue of foreign aid and its impact on PNG as a postcolonial society, the dependency and postcolonial theories were adopted to guide the discussion. The theorist Beeby argues that in order to improve the quality of education, the level of general education and training of teachers in developing countries must be raised. This has occurred in PNG but it has not significantly enhanced the quality of education. Consequently, the issue explored concerns the type of educational change occurring in PNG primary teachers' colleges (PTCs) and its leadership. Globalization processes were adopted to guide the exploration of the education reform and its impact on the quality of education in primary teacher education in PNG. T he following questions focused the content of the study:1. What is the quality of education being experienced in the Catholic Primary Teachers' Colleges? 2. What are the lecturers', students', and recent graduates' perceptions of the recent Primary and Secondary Teacher Education Project innovations occurring in the teachers' colleges? 3. How is the curriculum in the teachers' colleges perceived by the lecturers, students and recent graduates? 4. How is leadership demonstrated in the three Catholic Primary Teachers' Colleges? The epistemological framework of the research was constructionism adopting an interpretivist approach. The specific interpretivist perspective employed was symbolic interactionism because symbolic interactionism places emphasis on the importance of understanding, interpretation and meaning. A case study approach was adopted as the methodology for this research because of the nature of the research purpose.;This study involved a total of 166 participants consisting of staff and students from the three Catholic primary teachers' colleges, representatives from the Catholic Church, National Department of Education (NDOE), Primary and Secondary Teacher Education Project (PASTEP) and other education officers. The data was gathered through a variety of methods including in-depth interviews, participant observation, focus groups, and documentary analysis. The major conclusions that emerged from this study revealed that educational change in primary teacher education has been implemented. However, the study concluded that the quality of leadership demonstrated to lead the educational change was disappointing. Inadequate leadership at the administration and curriculum levels had a negative influence on the quality of education. Achieving quality education was also hampered by inadequate funding, scarcity of resources and inappropriate infrastructure in all the institutions. The two-year trimester program has improved access and quantity but at the expense of quality. To assist primary teacher education implement the reform agenda, foreign aid was required. PASTEP was introduced and the contribution made by PASTEP was substantial. However, the study concluded that some of the strategies adopted by PASTEP to conduct its programs were questionable because there was evidence of hegemonic and colonial practices found among some of its workforce. In accepting foreign aid projects, PNG needs to establish strategies to ensure equitable partnerships with all stakeholders for sustainable development in education. In this respect, the findings of this study may serve as a guide for future decisions about educational leadership, curriculum innovation, donor funding agencies and policy generation.
19

Jayne, Joanne Gaye Elizabeth. "Teacher efficacy in educational change : an exploration of a critical literacy of change /." St. Lucia, Qld., 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17326.pdf.

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20

Stewart, Benjamin L. "Cultivating a Personal Learning Network that Leads to Professional Change." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746019.

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Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.

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Vázquez, María Inés. "Self-management of change processes in educational centers." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117260.

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This paper addresses the self-management processes of change, referring to a series of processes that take place in education centers undergoing change. The perspective from which the approach is proposed is educational management. The evidences integrated into the document are the result of a study conducted in Uruguay, which involved seven primary, secondary, and technical schools. The approach used has been the study of multiple cases with the intention of analyzing the phenomenon in specific contexts, integrating the possibility of studying it from a global perspective. The overall objective was to achieve greater understanding of the self-evaluation and change processes in schools. Within the specific objectives we highlight: to identify the possible links between self-assessment and decision making
Este trabajo aborda los procesos de autogestión del cambio, haciendo alusión a una serie de procesos que se desarrollan en centros educativos en fase de cambio. La perspectiva desde la cual se propone su abordaje es la gestión educativa. Las evidencias integradas al documento, son el resultado de un estudio desarrollado en Uruguay, que involucró a siete centros de educación primaria, media y técnica. El abordaje utilizado ha sido el estudio de casos múltiples con la intención de analizar el fenómeno en contextos específicos, integrando la posibilidad de estudiarlo desde una perspectiva global. El objetivo general fue lograr mayor comprensión sobre los procesos de autoevaluación y cambio en centros educativos. Entre los objetivos específicos destacamos el de identificar posibles vinculaciones entre la autoevaluación y la toma de decisiones
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Lieux, Maria L. "Innovativeness: One School's Experience of Sustaining Educational Change." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2468.

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Abstract This single, embedded case study focused on educators’ experiences of educational change as they adopted, implemented, and sustained a one-to-one computing innovation over 20 years. The purpose of the study was to explore the innovativeness, the capacity of a school community to take on change for continuous educational improvement over time. Through interviews and focus groups with administrators, teachers, students, and graduates, observations of current classroom practices, and archival data, the study provides an understanding of how individuals experienced change and how a school sustained change over an exceptionally long period of time. Data analysis revealed multiple rationales for the implementation of one-to-one computing, including the development of a constructivist environment, the empowerment of women, preparation of students for college and the 21st century work force, and the need to keep the school’s educational program on the “cutting-edge.” The study of this individual school community suggests the importance of a strong educational philosophy, flexibility of implementation, an environment that encourages risk-taking, and collegiality. The study also demonstrates that change occurred on a continuum and continued to progress as hardware, software, and the Internet evolved, and as faculty became more knowledgeable of the application of the program to teaching and learning.
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Mhlongo, Faith Ntomb'kayise. "Teacher empowerment as a strategy for educational change." Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/1305.

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Dissertation submitted to the Faculty of Education in fulfilment of the requirement for the degree of Master of Education in the Department of Education Planning and Administration at the University of Zululand, South Africa, 2001.
One of the greatest challenges facing teachers in the new democratic South Africa has to do with understanding and facilitating change in education. The question of how teachers can be empowered at the school level was, therefore, a problem necessitating this research. The aim of the study was to discover educationally accepted ways and means of empowering teachers for change. It aimed at establishing what teachers need to do to acquire self-empowered behaviour, and what principals ought to do to see to the empowerment of their teachers for change. To carry out this study, the student made an in-depth study of literature on educational change and the empowerment role of principals. For empirical investigation use was made of observation method and interviews. The major findings that have emerged from this study are that teachers are not adequately involved in implementing changes directed by current policy documents, and that there is very little that is being done at school to promote change. Another finding is that schools are found to be lacking resources that may be utilized to promote or facilitate change, such as democratic governance, human rights culture and curriculum change. The principals were found to be doing very little to assist and motivate teachers for change. It was found that there was lack of efforts to facilitate self-empowered behaviour among both teachers and principals. The recommendation suggested focus on action to be taken by both teachers and principals. The principals are responsible for facilitating the implementation of change by empowering teachers at a school level.
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Schlebusch, Juliet Claire. "Managing change - how educational leaders manage transformational change within a framework of control and constraints." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52330.

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Thesis (MPhil)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: There are many new developments in the field of schooling. Some of these developments - school based management, new curriculum developments and devolution of control to the school level have brought with it policy changes. Many educational leaders are struggling to keep pace with these changes that are taking place in the management of education. Others are struggling against the changes, while possibly not fully understanding the dynamics of these changes. In a time of rapid political and social change, the need for spelling out the concomitants of educational leadership has become both necessary and essential. Planned quality intervention by the state has completely underestimated the lack of managerial competencies among educational leaders. Quality in leadership is not a luxury item in educational transformation, changes in leadership are in fact central to instilling the democratic values and principles which underpin the new educational policies. There must also be a comprehensive strategy which addresses educational leadership as a school-wide intervention. There needs to be a more coordinated effort between provincial education departments and schools to bring their collective resources to bear on school quality change; but the process must be prioritised and co-ordinated by the state. This assignment seeks to establish what challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. It details the daily strategies and plans used by educational leaders as they go about running their schools. Strategic opportunities in the policy field should be harnessed to drive education quality improvements. It is vital to link in-service development to policy implementation. Ultimately the monitoring and evaluation system in place must track the impact of the changes more carefully. This would allow departments to define future poiicies and programmes based on informed choices about which quality interventions make a difference. This is critical since the evidence shows that most changes have not always resulted in the planned leadership improvements. There is no reason for this trend to continue as this research shows that many schools have considerable advantages working in their favour: a relatively stable schooling infrastructure, a growing corps of qualified educational leaders and a policy environment in which there is optimism about change and transformation in the school sector.
AFRIKAANSE OPSOMMING: Daar is huidiglik vele nuwe ontwikkelinge in die onderwysstelsel. Sommige van die ontwikkelinge: skool - gebaseerde bestuur, nuwe kurrikulum ontwikkelinge en die afwenteling van bestuur na skoolvlak, het verskeie beleidsveranderinge meegebring. Vele onderwysleiers vind dit problematies om tred te hou met die veranderinge in die bestuur van opvoeding. Ander weer, toon 'n weerstand teen die veranderinge, moontlik omdat hulle nie die dinamika van die verandering verstaan nie. In 'n tyd van politieke en sosiale veranderinge, is dit belangrik en noodsaaklik om gepaardgaande verskynsels van onderwysleierskap na vore te bring. Beplande bevoegde toetredings van die staat het die tekorte aan bestuursbekwaamheid van onderwysleiers heeltemalonderskat. Bevoegdheid in leierskap kan nie geag word as 'n luukse item in onderwystransformasie nie. Veranderinge in leierskap is inderdaad sentraal tot die vaslegging van die demokratiese waardes en beginsels wat die nuwe onderwysbeleidsverklaringe ondersteun. Daar moet 'n allesomvattende strategie en -toetreding wees, wat onderwys leierskap as 'n skool aangeleentheid aanspreek. Daar word 'n skool gekoordineerde poging tussen provinsiale onderwysdepartemente en skole benodig om hulle kollektiewe hulpbronne toe te wy aan skoolkwaliteitsveranderinge, maar die proses moet deur die staat gekoordineer en goedgekeur word. Hierdie werkstuk poog om te bepaal watter uitdagings en beperkinge opvoedkundige leiers in die gesig staar in hul pogings om by te dra tot tranformasie in Suid-Afrika. Die strategieë en metodes wat deur opvoedkundige leiers gebruik, word in die daaglikse bestuur van instellings, word gespesifiseer. Dit is belangrik om onderwysontwikkeling aan beleidsimplementering te koppel. Die monitering en evalueringstelsels wat in plek is, moet noodwendig tred hou met die gevolge van die veranderinge. Dit sal toelaat dat departemente hul toekomstige beleide en programme, op ingeligte en kwaliteitstoetredings baseer, wat 'n verskil maak. Dit is krities, want bewyse dui aan dat veranderinge nie altyd in die beplande leierskapverbeteringe eindig nie. Daar is geen rede vir die veloop van gebeurtenisse nie, want die studie wys dat die skole aansienlike voordele in hul guns het: 'n betreklike stabiele skoolinfrastruktuur; 'n groeiende komponent van onderwysleiers, en 'n beleidsomgewing waarin daar optimisme oor veranderinge en transformasie in die opvoedingssektor is.
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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64167.pdf.

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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30185.

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This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.
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Oosthuizen, Henning. "A comparative study on the educational debate in central Europe, with specific reference to Hungary, Poland and Czechoslovakia 1989-1991." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17502.

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Bibliography: p. 191-205.
This dissertation seeks to determine how the socio-economic and political changes, following the 1989 revolutions in Central Europe, have found reflection and led to the emergence of interest groups in the education debate. It looks at the reforms initiated by the new ruling .power-elite in Poland, Hungary and Czechoslovakia. This reform process, embodying the value system of the new governments, has led, the dissertation seeks to show, directly to new and vibrant interest groups on the educational landscape. This study identifies the seven prominent interest groups - seeking to satisfy their own interests - which engage the government in the education policy making arena. This policy making arena, which I refer to as the "arena of power", is analysed through focussing on the relationship of power between the seven interest groups and the state. The Halasz (1986: 123) classification of interest groups in communist Hungary in 1986, forms the point of departure for my examination of post-1989 interest groups. Each chapter highlights the circumstances that influenced the development of interest groups and the extent of their participation in reforms. The dissertation concludes with a reclassification of post-1989 interest groups in Central Europe, in order to facilitate a better understanding of the dynamics of interest groups in the "arena of power".
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Hoi, Bual Kip. "History of education in Burma and proposal to develop Burmese education system." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Lam, Kam-shing. "The structure of higher education in Hong Kong during the transitional period determinants and implications /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626068.

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McFarland, Bruce, and n/a. "Successful change in schools : factors affecting change and evaluation of outcomes." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060928.121041.

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Lemisko, Lynn Speer. "Ideas and educational change, the thought and action of Alberta educational leaders, 1905-1955." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31046.pdf.

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Augustin, Sophie, Daniela Rroshi, and Alyssa Schneebaum. "A Chance for Change? Social Attitudes Towards Immigration and the Educational Opportunity of Immigrants' Children." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/7043/1/wp287.pdf.

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This paper proposes a method to study the relationship between voters' attitudes towards immigration and the educational attainment of immigrants and their children, and applies it to Austrian data. We measure attitudes towards immigration using data on political parties' positions regarding immigration and the share of votes that each party received at the regional level. We then study the educational attainment and intergenerational educational mobility of immigrants who grew up in the regions whose political environment we observe. Preliminary results for Austria suggest that, surprisingly, better attitudes towards migration are associated with lower educational attainment for immigrants. However, immigrants are more likely than their native peers to obtain more education than their parents. Here, the returns to more positive attitudes towards immigration play a large role in explaining the mobility gap across migration background.
Series: Department of Economics Working Paper Series
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Horsley, Mike. "Activist professionals and profession-led change /." View thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051019.162923/index.html.

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Tang, Yat-mun. "Managing change in a prevocational school : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057672.

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MacCrindle, Amy N. "Effective Change| A Case Study of Implementation of a Standards Based Grading Initiative." Thesis, Concordia University Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276786.

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This study followed mindset changes in elementary teachers as they transitioned from traditional grading to standards based grading during the earliest stages of the change process. A pre- and post-survey of mindsets of participants, individual interviews, and a focus group interview were conducted. While the results of the pre- and post-survey did not reveal a significant mindset shift, interviews with participants revealed the role of hands-on professional development and interaction with instructional coaches in transitioning teachers to standards based grading and were accompanied by participant examples of shifts in mindsets. Future research recommendations include following this change process through the entire implementation phase, a study of parents’ understanding of standards based grading, a review of other factors that contribute to a shift from a fixed mindset to a growth mindset, and finally, analyzing the unleashing phase of change to determine if it creates change initiatives beyond standards based grading.

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Seaton, Andrew, and mikewood@deakin edu au. "Investing in intelligence : An inquiry into educational paradigm change." Deakin University. School of Social and Cultural Studies in Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.132538.

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In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of ‘authentic' human intelligence.
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Cheung, Wai-ying, and 張慧英. "Implementing educational change: a case studyof project-based learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962440.

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Kew, Kristin L. "The Impact of Educational Change on Conventional High Schooling." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1406.

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Thesis advisor: Andy Hargreaves
Reform has been difficult at all levels of schooling but secondary schools have proved the most intractable to change (Sarason, 1990). Some of the reasons include the persistence of long-standing conventions, the struggle between competing interests, the size and complexity of the organizations being changed, and ironically the negative impact of reforms that are designed to bring about change. Creating equity among the nation's students requires rethinking and questioning long-term and ingrained identities. This change is threatening to the status quo and pressures many to actively preserve and perpetuate cherished beliefs and practices. The objective to close the achievement gap and "provide all children with the kind of schooling once offered only to a small elite" (Meier, 2002, p. 3) is thwarted by a number of factors, one of which is the factory-style structures and models of classic schooling (Cuban, 1984; Meier, 2002; Oakes & Lipton, 2002; Sarason, 1990; Tyack & Tobin, 1994). This is particularly apparent in conventional high schools which have maintained their existing epistemologies for long periods of time, holding steadfast to the "traditional grammar of schooling" (Tyack & Tobin, 1994). To understand why and how traditional secondary schools choose and maintain their values and structures, and how that illuminates educational change; this dissertation explores a detailed historical case study of how a non-traditional high school underwent a fundamental change by becoming a high school representative of the traditional grammar of schooling. Research explored the technological, political, and cultural forces that influenced the change and what these forces tell us about educational change in general. Findings revealed that successful reforms were initiated at the grass-roots level by the principals but only within the parameters allowed by the school community. External reforms from the district and state government were rarely sustained over time. The changing economy, the politics, and culture of the island directly impacted change initiatives and contributed to the school's drift towards an increasingly traditional grammar
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Falck, Libby(Elizabeth Judith). "Play for change : educational game design for grassroots organizing." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/128395.

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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, 2019
Cataloged from student-submitted PDF of thesis.
Includes bibliographical references (pages 162-174).
by Libby Falck.
S.M. in Comparative Media Studies
S.M.inComparativeMediaStudies Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing
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Owusu-Kwarteng, Nana K. W. B. "Asante Traditional Leadership and the Process of Educational Change." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1128719892.

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41

Miller, Kyle Joseph. "Educational engagement: college radio, digital media, and organizational change." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5813.

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The media are experiencing a digital revolution. Substantial research has been conducted on digital technologies as they change television, print, and commercial radio. However, very little is known about the current digital adaptation in college radio. From increased online consumption, to podcasts and social media, college radio is also embracing digital technologies. Educational engagement is important in college radio. Alternative and academic structures are being significantly influenced today through digital transformation. The college radio system has faced a number of funding and administrative tensions between stations and their universities. As these tensions continue to affect the growth and development of college radio, they should be studied. This study investigates the use of digital technologies in two college radio station case studies. The Kotter Eight Steps of Organizational Change Model is used to analyze the change process. This model is used to analyze an urgency to create change, the role of group collaboration, and how organizational visions are established, communicated, and used to create and anchor change. Issues of leadership, decision-making, and personal and group agency are also examined as part of each station’s theoretical implications. Through qualitative in-depth interviews and college radio station in-person and social media observations, this dissertation seeks to answer the question of how administration, staff, and management have incorporated digital media into college radio. This research also serves as a platform for a current look into how college radio is changing and can guide future research about station digital use and organizational change.
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Amiot, Catherine E. "The self in the process of coping with change." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29074.

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On the basis of theoretical work on the self, coping, and self-determination, the goal of this thesis was to understand the role of both structural and more flexible self-related variables in the process of adapting to change as well as the consequences of this adaptation process. It was hypothesized that, in a changing situation, a structural aspect of the self, namely, the sense of self, would predict more positive appraisals and less negative appraisals toward this change. Appraisals and coping, in turn, were hypothesized to represent adaptation processes mediating the associations between sense of self and various consequences. The consequences investigated included psychological well-being, as well as changes in some more flexible aspects of the self, such as in the importance attributed to a new self-component and in self-determined motivation. Three studies were conducted to test these hypotheses. Study 1 (N = 35) was a preliminary laboratory experiment designed to induce change (experimental condition) vs. no change (control condition). The impact of the change manipulation on the associations between sense of self and appraisals was first tested using hierarchical moderated regression analyses. While a stronger negative association was found between sense of self and negative appraisals in the experimental (i.e., change) than in the control condition, sense of self did not predict positive appraisals, both in the experimental and in the control conditions. Through mediational analyses, negative appraisals were found to significantly mediate the sense of self - well-being association. Study 2 (N = 80) aimed at further testing these hypotheses by including another mediator in the sense of self - well-being association, namely, coping strategies. Again, a stronger association was observed between sense of self and negative appraisals in the experimental than in the control condition. Furthermore, mediational analyses confirmed the mediating role of (1) negative appraisals in the sense of self -disengagement-oriented coping association, (2) task-oriented coping in the positive appraisals-well-being relationship, and (3) disengagement-oriented coping in the negative appraisals-well-being association. Using a three-wave longitudinal design, Study 3 (N = 311) aimed at testing the entire hypothesized model among university students as they were experiencing the transition to university. Using structural equation modeling involving true intraindividual change analyses, sense of self was found to predict both positive and negative appraisals toward the transition to university. While positive appraisals positively predicted task-oriented coping strategies used to deal with the transition and negatively predicted disengagement-oriented coping, negative appraisals positively predicted both forms of coping. Finally, task-oriented coping positively predicted psychological well-being as well as increases in both identification as a university student and in academic motivation, whereas disengagement-oriented coping predicted less well-being and a decrease in academic self-determination. Through tests of indirect effects, the mediating role of appraisals and coping was confirmed. Implications of the findings and future research avenues are further discussed.
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Kwok, Ka-ho, and 郭家豪. "Politics, social change and education reform in Taiwan, 1994-2008." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45455831.

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Cloeren, Nicole Birgit. "Acts of reciprocity: Analyzing social exchange in a university theater for social change project." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154040.

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Daniels, Katherine Nelson. "Response Shift Bias| An Examination of Measuerment Invariance in Self-reported Change." Thesis, Western Michigan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10904580.

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Cagle, Karen E. "Faculty perceptions of principal support and change orientation in Virginia high schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618563.

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Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change.
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Garcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /." READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.

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Mphahlele, Rennie Esther. "A decade of educational change grounded narratives of school principals /." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-02232009-085412.

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Ralston, E., Lori J. Marks, and N. Wagner. "Partners in Change: Success Stories in Collaboration." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3576.

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Waljee, Anise. "The meaning of educational change in post-Soviet Tajikistan : educational encounters in Badakhshan : how educators in an in-service institution in rural Badakhshan understand and respond to educational change." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10007458/.

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Abstract:
This thesis examines educational change in the province of Badakhshan, Tajikistan, where the processes of change are framed in the post -Soviet transition from communism to incipient forms of democracy and from a command to market economy. It focuses on the encounter of an international development agency, the Aga Khan Foundation (AKF), and a government, in-service, teacher training institution, the Institute of Professional Development (IPD). That interaction is also contextualised in a very particular relationship: the head of AKF, the Aga Khan, is also the spiritual leader of the Badakhshani community. Hence, development and faith perspectives intersect in this change process (es). Using a qualitative approach and a case study design the research makes visible educational change as it impacts structures, institutions and individual educators in post-Soviet Badakhshan. It draws on the work of Birzea (1994), Venda 1991; 1999), Foucault (1972; 1980) and Gramsci (1971) to understand how institutional transformation processes are mediated and contested as the IPD changes from a government body to a 'public-private' one. The research finds that notwithstanding the faith connection, institutional transformation involves ideological, epistemological and hegemonic contestations as well as new learning. Responses include ambivalence, resistance, adaptation, appropriation and reclamation of educational and institutional change through a recasting of social and professional relationships and a mastery of international aid discourses. The study reveals that there is not 'a change process' but, instead, change(s) processes that are multiple, interlinked, iterative, simultaneous and sometimes chaotic. It argues that the change contexts, the macro and micro narratives that attend it and the processes of educational transformation are better understood through a re-conceptualisation of familiar notions of educational change(s), tradition and development. It concludes that the role of faith is central to how development is defined, responded to and appropriated in this little-studied context and contributes to the knowledge of international development across cultures.
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