Journal articles on the topic 'Fullan's model'

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

Este artículo presenta una experiencia coformadora, cuyo propósito ha sido la mejora de la Práctica Preprofesional a través de la implementación de un curso de formación para tutores internos, externos y estudiantes universitarios, a fin de que todos conozcan sus roles y funciones. Para ello, se han tomado como principales referencias teóricas los aportes de Aguerrondo (1992); Fullan (1998); y Blanco y Messina (2000). Este trabajo sistematiza los elementos innovadores que se congregaron en el Curso Online Masivo y Abierto (MOOC) en la Aproximación al modelo de Práctica Preprofesional. La experiencia de formación, de una duración de 60 horas, se desarrolló en cuatro fases de manera sincrónica y asincrónica. Entre los principales resultados se evidenció la creación de una comunidad de docentes-investigadores críticos, se generó una motivación basada en la curiosidad del alumnado en un nuevo ambiente de aprendizaje y se organizó una comunidad de aprendizaje interinstitucional. En términos generales, la aplicación del MOOC permitió un cambio de concepción del curso semestral de inducción a la Práctica Preprofesional: desde una perspectiva teórico-presencial-magisterial a una concepción práctica, dialógica y virtual; además, permitió la implementación de estrategias de trabajo autónomas y colaborativas entre los diferentes actores de la Práctica Preprofesional.

Purpose This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation. Design/methodology/approach The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Research limitations/implications Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation. Practical implications This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment. Social implications Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors. Originality/value Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.

<p>Embora a produção acadêmica sobre implementação de políticas públicas ainda seja incipiente, se comparada à literatura sobre agenda, formulação e avaliação, esta etapa é tida como central neste trabalho, dado seu importante papel no alcance dos resultados esperados. Este artigo busca sistematizar referências sobre implementação de políticas públicas em geral com destaque para o campo educacional. Para tanto, a temática da implementação de políticas públicas é, situada no campo, de acordo com a literatura, enfocando o papel dos diferentes agentes de implementação. Em seguida, alguns modelos de análises são descritos, com destaque para o modelo que Michael Fullan desenvolve para a análise de implementação de políticas educacionais. A revisão da literatura evidenciou a necessidade de ampliação de estudos sobre esta fase da política pública, em especial no campo educacional.</p>

I am interested in understanding how Ontario elementary teachers use their capacities to inform learning community implementation. To answer this question I conducted two sets of interviews and recorded my daily observations of 15 elementary school teachers and 4 administrators in research journals and field logs. My dissertation work was completed over a 4 month period during the 2006-2007 Academic School Year as a participant-observer in two different school districts (one Catholic and one Public School Board) in Ontario, Canada. The learning community model is purported to produce effective professional development that improves teaching and learning within schools (DuFour, 2004; DuFour & Eaker, 1998; Fullan, 1995; Louis, Kruse, & Marks, 1996; Scribner et al., 1999; Skytt, 2003). By examining how teachers’ capacities guided and sustained the process in two elementary schools in two school districts I anticipated determining some key characteristics that ultimately may provide a framework for learning community professional development implementation at the local school level.

A foundational understanding within education leadership literature is that education leaders are expected to guide reform efforts within school systems (e.g., Darling-Hammond, 2001; Evans, 1996; Fullan, 2001). This expectation mirrors organizational development literature that describes leaders as individuals who constructively institute change within their organizations (e.g., Northouse, 2004; Havelock & Zlotolow, 1995; Yukl & Lepsinger, 2005). Although leadership and change are portrayed as codependent and recursive phenomena within both educational and organizational development literature, no scholarship has linked change models with leadership theories (Herold, Fedor, Caldwell, & Liu, 2008). This article describes a multiple case study that explored the relationship between leadership behaviors and the change process through secondary school department chair stories of change. From the analysis of these stories of successful and unsuccessful change attempts, a clearer picture emerged that illustrates how leaders with little control over decisions implement change. Findings included distinct connections between CREATER change process stages (Havelock & Zlotolow, 1995) and specific leadership behaviors related to the Leadership Grid (Blake & McCanse, 1991; Yukl, Gordon, and Tabers, 2002), as well as change-leadership patterns that differentiate successful and unsuccessful change. Based on these findings, suggestions as to how education leaders should approach change attempts within their schools are discussed.

English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated school-based training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom.