Academic literature on the topic 'Fullan's model'
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Journal articles on the topic "Fullan's model"
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Tofur, Sezen. "Examining the indexes of the journal of announcements between 1980 -2014 in terms of Fullan's Educational Change Model." Pegem Eğitim ve Öğretim Dergisi 7, no. 2 (April 17, 2017): 313–48. http://dx.doi.org/10.14527/pegegog.2017.012.
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The aim of this study is to examine Turkish education policies between the years 1980-2014 through the indexes of Journal of Announcements in terms of Fullan's Educational Change Model. Document analysis, a qualitative research method, is used in the study which examined the issue between the years 1980 - 2014. Written documents are examined in terms of five dimensions of the Educational Change Model. Thirty-three indexes of the Journal of Announcements published after 1980 were analysed through the codes for the agenda items focused. Frequency distributions were obtained and percentages were calculated. The findings show that the most emphasized issues are related to the dimensions of 'curriculum studies' and 'improving the working conditions'. The least emphasized issues are related to 'teacher learning' and 'personal developments of teachers and administrators'. As a result, the documents could not exhibit long-term, consistent and large-scale initiatives in terms of the agenda items. Accordingly, it can be argued that it is hard to develop long-term, consistent, large-scale reforms and educational policies that support such initiatives in Turkey. Besides, it can be stated that in structuring and development of educational policies, all dimensions of educational change should be attached the same level of importance and studied as a whole.
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Kohn, Eli. "The Student Voice in Designing a Jewish Studies High School Curriculum: A Case Study." Journal of Curriculum and Teaching 6, no. 2 (August 21, 2017): 18. http://dx.doi.org/10.5430/jct.v6n2p18.
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In January 2012, a team of curriculum specialists based at Bar Ilan University in Israel were approached by a Jewishday school in Australia to design a new Jewish Studies curriculum for its school. The mandate was to design acurriculum model from first-steps that would form the basis for the new curriculum.This article demonstrates how combining elements of Fullan's ideas about school partnerships with Schwab's'commonplaces' concepts can best meet the needs of the school's specific population and ethos. The role of studentvoice is shown to be critical in curriculum deliberations and decision making. Assumptions made by teachers aboutwhat students would want to learn proved, in a number of instances, inaccurate. Our research seems to indicate that thestudent "commonplace" voice within the design of a new curriculum should be given more consideration in thecurriculum design process.While the research was conducted in a particular school context, the principles learned, specifically re: the place ofstudent-voice, can be applied to school contexts internationally.
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Mignucci, Andrés. "Casa Fullana: a model for modern living in the tropics." Modern Houses, no. 64 (2021): 26–33. http://dx.doi.org/10.52200/64.a.zebgxty3.
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Casa Fullana [Fullana House], built in 1955 in San Juan, Puerto Rico, is an exemplary model of Henry Klumb’s (1905-1984) design principles for modern living in the tropics. German architect Henry Klumb conducted a prolific architectural practice in Puerto Rico, producing some of the most iconic examples of tropical modernism in the Caribbean. His work, most notably at the University of Puerto Rico (1946-1966) (UPR) and in landmark projects like the San Martin de Porres Church (1948) in Cataño, constituted a breakthrough in Puerto Rican, Caribbean and Latin American architecture. Anchored in the principles of modern architecture, specifically of an organic architecture put forward by his mentor Frank Lloyd Wright (1867-1959), Klumb’s work is deeply rooted in the specificities of the landscape, topography, and climate of Puerto Rico as a tropical island.
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Wati, Anida Rahma. "Ideologi Kesadaran Kelas dalam Novel Cinta untuk Perempuan dengan Bulir-Bulir Cahaya di Wajahnya Karya Sayfullah Kajian Marxisme." Stilistika: Jurnal Pendidikan Bahasa dan Sastra 11, no. 2 (January 14, 2019): 10. http://dx.doi.org/10.30651/st.v11i2.2353.
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Penelitian ini bertujuan untuk mendiskripsikan novel Cinta untuk Perempuan dengan Bulir-bulir Cahaya di Wajahnya Karya Say Fullan dengan teori Marxisme. Penelitian berfokus pada dua permasalahan, yakni (1) ideologi Kesadaran Kelas dalam novel Cinta untuk Perempuan dengan Bulir-bulir Cahaya di Wajahnya Karya Say Fullan dan (2) realisme sosial dalam novel Cinta untuk Perempuan dengan Bulir-bulir Cahaya di Wajahnya Karya Say Fullan. Teori yang dianut adalah teori Marxisme Karl Marx. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan sosiologi. Sumber data penelitian ini ialah novel Cinta untuk Perempuan dengan Bulir-bulir Cahaya di Wajahnya Karya Say Fullan. Teknik pengumpulan data adalah studi pustaka atau dokumentasi. Hasil penelitian menunjukan (1) ideologi kesadaran kelas muncul dalam kalangan buruh yang sadar akan kelas sosial dengan melakukan tindakan dengan mengubah pola pemikiran dalam menjalankan kehidupan maerialisnya telah diambil oleh kaum pemilik modal. (2) realisme sosial dibangun oleh kaum buruh untuk menjadikan sifat-sifat yang pantang menyerah dan berlaku tidak egois dalam memperjuangkan hak. Kaum borjuis melakukan upaya mempertahankan materialistisnya demi merebut kekuasaan kembali.
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Tollini, Ignez Martins. "Liderança e mudança: o caso educacional de jovens moradores de favelas." Ensaio: Avaliação e Políticas Públicas em Educação 14, no. 51 (June 2006): 223–47. http://dx.doi.org/10.1590/s0104-40362006000200006.
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Este trabalho tem o objetivo de analisar o caso educacional de adolescentes moradores em favelas, alunos de uma escola municipal no Rio de Janeiro. Foi argumentado que tal tarefa educacional requer liderança efetiva para encorajar mudança de atitude, valores e comportamento de adolescentes, como proposto no Modelo Fullan. Este modelo permitiu a reinterpretação do caso educacional tratado neste estudo, caracterizado por uma "teorização" baseada em conhecimento, criatividade, insight, e bom senso. Espera-se que este estudo inspire políticas educacionais para jovens que vivem em favelas e periferias urbanas e possa ser reproduzido em outras situações.
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Stone-Johnson, Corrie. "Autonomy, professionalism, and the role of generation in professional capital." Journal of Professional Capital and Community 2, no. 1 (January 16, 2017): 18–35. http://dx.doi.org/10.1108/jpcc-10-2016-0024.
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Purpose The purpose of this paper is to describe how teachers’ generational interpretative frameworks influence their career experiences and to demonstrate how these generational differences impact the power of professional capital to improve teaching and learning. Design/methodology/approach The paper utilizes data from a multi-year, mixed methods study of mid-career teachers in Massachusetts. Data in this paper come from semi-structured interviews with 12 Generation X teachers (born 1961-1980). Findings Generation X teachers have a unique self-image, self-esteem, task perception, job motivation, and future perspective that form their generational interpretative framework. This framework is different from that of the prior generation. Originality/value These generational differences have implications for how Generation X teachers view professionalism and autonomy and how they see their careers over time. Drawing upon Hargreaves and Fullan’s (2012) suggestions for school leaders, three implications are highlighted. First, a model of professional capital that incorporates teachers’ generational differences must be aware of how teachers view their work before engaging in changing it. This implication ties directly into the second, which is that leaders must know their teachers and understand the culture in which they work. Together, these two implications suggest that implementing a model of professional capital is not enough; it must begin with deliberate thought as to who the teachers are who are being asked to change. Finally, to secure leadership stability and sustainability, leaders must respect generational differences that influence teachers’ desires to move, or not move, into formal leadership roles.
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Do, Hung Van, Daniel G. Dorner, and Philip Calvert. "Discovering the contextual factors for digital library education in Vietnam." Global Knowledge, Memory and Communication 68, no. 1/2 (February 4, 2019): 125–47. http://dx.doi.org/10.1108/gkmc-08-2018-0071.
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PurposeThe purpose of this paper is to discover the contextual factors affecting the development of digital library education (DLE) in Vietnam and to determine how those factors are enabling or hindering its development.Design/methodology/approachBased upon the literature and the theories of Fullan (2007), Nowlen (1988) and Rogers (2003), an initial model of contextual factors that were potentially affecting DLE development in Vietnam was developed. The model was then tested using a qualitative methodology involving interviews and focus groups with key stakeholders, along with the gathering of documentary evidence. The data were then analysed using the interactive model of Miles et al. (2014), and the initial model was then revised.FindingsThe initial model allowed for the depiction of potential factors, both internal and external, along with some relationships between the factors. Based on the data analysis, a revised model was developed composed of seven major contextual factors that were enabling and/or hindering DLE development in the Vietnamese context. These are grouped into three categories: external factors – government, IT infrastructure and social and cultural values; internal factors – stakeholders’ attitudes, DLE characteristics and the personal and organisational nexus; and change agents, which is both an internal and external factor. These factors had different levels of influence on DLE development and are inter-related.Originality/valueNo prior study has looked at contextual factors affecting DLE development in a developing country such as Vietnam.
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Thumlert, Kurt, Ron Owston, and Taru Malhotra. "Transforming school culture through inquiry-driven learning and iPads." Journal of Professional Capital and Community 3, no. 2 (April 16, 2018): 79–96. http://dx.doi.org/10.1108/jpcc-09-2017-0020.
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Purpose The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study. Design/methodology/approach A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups held with students, as well as analysis of policy documents, student work samples, and other data sources. Findings The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks. Practical implications This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion. Originality/value The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).
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Chikati, Timothy Mandila, and Evans Ogoti Okendo (Phd). "Teachers’ and Students’ Perceptions of Integrated Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya." International Journal of Social Sciences and Humanities Invention 5, no. 7 (July 17, 2018): 4881–89. http://dx.doi.org/10.18535/ijsshi/v5i7.08.
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This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (1991, revised 2006, 2007). The theory views educational implementation as a model of interactions between characteristics of change (need clarity, complexity, quality & practicality) as independent variables on the one hand and teachers’ and students’ environmental literacy (awareness, knowledge, attitudes, skills, participation) as dependent variables. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants of the study. The target population of this study included public secondary schools, principals, and teachers and form 4 students from public secondary schools in Machakos Sub-County. Instruments for data collection included questionnaires and document analysis schedules. Quantitative analysis techniques were used to analyse data. The t- test statistic was used to test the null hypotheses at 0.05significance level. Study findings demonstrated that both teachers’ and students’ perceptions of the integrated environmental education in the secondary school curriculum were generally weak hence little attention was paid to adequate integration of EE in the school curriculum. This negatively impacted teachers’ and students’ involvement in and commitment to implementation of EE in the school curriculum hence the persistence of environmental degradation in Machakos Sub County. The study confirmed that some elements of environmental education were integrated in the subjects that were taught in the secondary school curriculum albeit inadequately and unevenly distributed, apparently marginalizing particularly climate change and land degradation hence reducing the crosscutting nature of EE. The study recommended that KICD should include a given percentage of EE topics in the curriculum; The Ministry of Education should clearly define environmental policies and prescribe them for schools.
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Shirley, Dennis. "Three forms of professional capital: systemic, social movement, and activist." Journal of Professional Capital and Community 1, no. 4 (October 10, 2016): 302–20. http://dx.doi.org/10.1108/jpcc-08-2016-0020.
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Purpose As a “business capital” model premised upon a financial perspective of educational change spreads itself into school systems around the world, a countervailing view of “professional capital,” as proposed by Hargreaves and Fullan, provides a new framework for transforming teaching and uplifting learning. The purpose of this paper is to advance theory by distinguishing among three forms of professional capital found in three different settings. Design/methodology/approach Systemic professional capital is exemplified by the city-state of Singapore, in which schools, higher education, and the Ministry of Education all support one another to optimize student learning. Social movement professional capital is manifested in the Learning Communities Project of rural middle schools in Mexico, where change is driven forward with a model of tutorial relationships that has proven to be sustainable even when funding is cut and political support is withdrawn. Activist professional capital can be identified in a Teacher Solutions Team model in Arizona in the USA, where educators carve out new zones of interaction and support for one another to deepen their knowledge base. This paper examines and discusses the above. Findings Systemic, social movement, and activist forms of professional capital are found to share affinities with the three forms of teacher professionalism identified by the Organization for Economic Cooperation and Development based on findings from the Teaching and Learning International Survey. Originality/value These distinctions among various forms of professional capital invite further research and theory building to provide alternatives to the rise of business capital in schools and school systems.
Dissertations / Theses on the topic "Fullan's model"
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Hicks, June, and n/a. "An implementation of a curriculum framework : a case study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.
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A Home Economics Curriculum Framework was developed
in 1984 in the A.C.T and implementation commenced in
1985. The purpose of this study was to examine the
implementation process in order to identify areas of
concern and difficulties encountered.
The study is set in the context of the establishment
of School Based Curriculum Development in the A.C.T
Education System and the program of Curriculum Review
and Renewal set up in 1983.
The initiation and development of the Home Economics
Curriculum Framework within this context was explored.
A case study was undertaken covering the period
1985-1987 involving six A.C.T High Schools which first
implemented the Home Economics Framework. Fullan's model
of implementation was used as a focus for the study and
both qualitative and quantitative data techniques were
applied.
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Hartman, Sheri A. "Development of "Teachers Integrating Physical Activity into the Curriculum" (TIPAC) Using a Systems Model Approach." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492422535370981.
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Remley, Christine M. "Using the Fullan Leadership Model to determine the meaning of leadership for four teacher leaders." 2003. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-408/index.html.
Full textBook chapters on the topic "Fullan's model"
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Tatnall, Arthur, and Bill Davey. "Ecological Models and Information Systems Curriculum." In Encyclopedia of Information Science and Technology, First Edition, 946–50. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch166.
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To those of us involved in research and teaching in information systems (IS) it is clear that curriculum innovation and change is complex, and anything but straightforward. The amount of control that individual IS academics have over the curriculum varies between universities. In some cases there is complete control over curriculum content, whereas in others just control over delivery with content determined externally. This chapter concentrates on the former situation but still has some relevance to the latter. All curriculum innovation is complex (Fullan, 1993) due to the involvement of a large number of human actors, but in information systems curriculum change this is particularly so due to the need to consider the part played by such non-human actors (Latour, 1996) as the technology itself.