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Journal articles on the topic 'School change'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Tarsan, Vitalis. "MEMULAI, MELAKSANAKAN, DAN MENYELESAIKAN PERUBAHAN DI SEKOLAH." JIPD (Jurnal Inovasi Pendidikan Dasar) 4, no. 1 (January 31, 2020): 34–45. http://dx.doi.org/10.36928/jipd.v4i1.359.

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Abstract: Schools that are able to survive in the future are schools that embraced change. Not only embracing but managing it cleverly. Schools must be changed because the world around them changes too. When a school plans a change, it must be started from the planning of the change itself, which is determining what must be made, who changes it, when it is changed, why it is changed, and how it is changed. After everything was clear, then the school entered the movement stage. In the process of movement, schools must break through comfort zones, sell the change, strengthen individual capacity, provide financial support and facilities and strengthen school governance systems. After the school community is able to stand up, run, and race in the expected changes; then the school ensuring whether the planned changes have been carried out according to the plan or not. Then the school needs to do an evaluation and subsequently, make continuous improvements. And finally, give credit to the people involved in the change and celebrate the success of the change together.

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Maranto, Robert, and M. Danish Shakeel. "Family Change, Schools, and School Choice." Journal of School Choice 15, no. 1 (January 2, 2021): 7–9. http://dx.doi.org/10.1080/15582159.2021.1883902.

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3

Bhandari, Prem Raj. "Change yourself to change your institution: Perspectives on educational change." Scholars' Journal 3 (December 1, 2020): 164–77. http://dx.doi.org/10.3126/scholars.v3i0.37141.

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The main objective of this study is to discuss the perspectives of school change. This study is a theoretical analysis and based on document review. The concept of educational change is described as school improvement. It is one of the ways to address the changing social needs through the technological, political, and cultural change of the school. School improvement or change is to change the school system as a whole for the attainment of better results, but questions arise about how to change, who is to change, and what to change and answers are varied and complicated. The concept of educational change is multidimensional. The perspective of technological change focuses on well-equipped classrooms and the use of information communication technology. The perspective political change fosters on power, authority, and interests of people. The cultural viewpoint asserts that the values, norms, and behaviour influence the organizational performance and unless changing it, the system cannot be changed. School change is necessary for the Nepalese context and in doing so, all the three perspectives technological, political, and cultural are necessary to address. The technological part of the school system is nearly very poor, the party politics in schools is influencing the authority and the school culture is not favourable to address the changing needs of the society. So, all the dimensions are needed to be taken into consideration to change the school system in Nepal.

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Levin, Benjamin, and J. Anthony Riffel. "Conceptualising School Change." Cambridge Journal of Education 28, no. 1 (March 1998): 113–27. http://dx.doi.org/10.1080/0305764980280109.

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Schadler, David C. "School Change (book)." Journal of Educational and Psychological Consultation 7, no. 3 (September 1996): 285–88. http://dx.doi.org/10.1207/s1532768xjepc0703_8.

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6

Heckman, Paul E., and Francine Peterman. "Indigenous Invention: New Promise for School Reform." Teachers College Record: The Voice of Scholarship in Education 98, no. 2 (December 1996): 307–27. http://dx.doi.org/10.1177/016146819609800205.

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In recent years, there has been general recognition of the need for changes in the public school system, and various reform efforts have been—and are currently—under way throughout the country. We describe here two processes or strategies used in these change efforts. First is the historical and current use of the implementation-of-innovations process and its failure to promote sufficient school change for all children—especially those in low-income areas—to achieve and be successful. The second is “indigenous invention,” a strategy supported by evidence of changes in elementary schools participating in the foundation-funded school-change effort known as the Educational and Community Change (ECC) Project. The indigenous-invention process acknowledges that those indigenous to the school and neighborhood can bring about changes in schools that will engage the children and promote learning, and have the potential to decrease the school dropout rate.

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7

Pokharel, Babin. "Preparation of Principal for School Change: A Singapore Perspective." Journal of Education and Vocational Research 4, no. 9 (September 30, 2013): 246–53. http://dx.doi.org/10.22610/jevr.v4i9.127.

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This paper examines the understanding of the educational leadership process and the exploration of systematic preparation of private school principal in order to cope with future school change. Leading through change in education is a must in 21st century. Various contexts determine the change in leadership process. In schools, principal needs to be prepared in order cope with contextual changes. Changes in school can be seen various contexts such as cultural, technological, policy level, outbound competitions so on and so forth. School principal are the most important catalyst in the construction of new and innovative leadership practices that enhance the change process. Specifically, it presents the findings from the case of four private schools principal in Singapore through their storytelling. This paper includes an overview of the study and a discussion of growing themes related to the leadership process of the principals and their preparation strategy for a school change. The results from this study indicate how school principal prepare themselves for future and school change taking the entire internal and external environment into consideration.

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Inandi, Yusuf, Binali Tunc, and Fahrettin Gilic. "School administrators’ leadership styles and resistance to change." International Journal of Academic Research 5 (October 15, 2013): 196–203. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.30.

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9

Dogani, Besa. "SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL." Knowledge International Journal 28, no. 3 (December 10, 2018): 757–60. http://dx.doi.org/10.35120/kij2803757b.

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The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

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10

Candipan, Jennifer. "Neighbourhood change and the neighbourhood-school gap." Urban Studies 56, no. 15 (February 19, 2019): 3308–33. http://dx.doi.org/10.1177/0042098018819075.

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Few studies examine how school and neighbourhood composition in the US correspond over time, particularly in a context of neighbourhood change. As neighbourhoods diversify along racial and economic lines, do public schools also diversify or grow increasingly dissimilar from their surrounding areas? Drawing on novel data linking neighbourhoods and schools in the US in 2000 and 2010, I document: how racial composition corresponds over time between traditional public schools and the neighbourhoods they serve; how the compositional gap changes when greater school choice is available; and how the compositional gap varies between neighbourhoods experiencing various trajectories of socioeconomic change. I find an increasing mismatch in the white composition of public schools and their surrounding neighbourhoods, specifically that schools enrol fewer white students than the composition of the neighbourhood. The compositional mismatch grows the most in neighbourhoods experiencing socioeconomic ascent, particularly as the number of nearby non-neighbourhood schools increases.

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Bartosik, Katarzyna, Marzena Janczaruk, Zbigniew Zając, Aleksandra Sędzikowska, Joanna Kulisz, Aneta Woźniak, Anita Jasztal-Kniażuk, Ewa Kulbaka, and Andrzej Tytuła. "Head Lice Infestation in Schoolchildren, in Poland—Is There a Chance for Change?" Journal of Clinical Medicine 11, no. 3 (January 31, 2022): 783. http://dx.doi.org/10.3390/jcm11030783.

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Pediculosis capitis is a current and neglected health issue worldwide. The lack of screening programs contributes to the marginalization of the problem and delays therapeutic measures. Our study aimed to analyze the occurrence of this parasitosis in primary schools in Poland and to determine factors contributing to the persistence of its foci. The research tools were two questionnaires: one for primary school children and the other for school managers. While children answered questions about the epidemiology of pediculosis capitis and expressed their opinion on the hygienic condition of infested persons, the school directors were asked about the occurrence of head lice in schools, preventive measures, and institutions supporting schools in combating the infestation. The survey covered the period 2014–2018. Pediculosis capitis was reported in 87.5% of the schools. The greatest number of cases was reported in the group of 6–9 year-olds (68%). Among 4970 children, 16.7% had no knowledge of head lice; however, 57.1% wanted to increase their awareness of the problem. Campaigns on lice were conducted mainly as a result of emerging pediculosis capitis cases, and most schools could not rely on institutional support. Screening programs and preventive educational campaigns should be part of pediculosis capitis control in Poland.

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Kovačević, Jasna, and Philip Hallinger. "Leading school change and improvement." Journal of Educational Administration 57, no. 6 (November 4, 2019): 635–57. http://dx.doi.org/10.1108/jea-02-2019-0018.

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Purpose The purpose of this paper is to quantitatively document and synthesize the knowledge base on leading school change and improvement (LSCI). Design/methodology/approach The authors employed bibliometric analysis to evaluate 1,613 SCOPUS-indexed documents on LSCI published between 1960 and the end of 2017. In addition to descriptive analysis of basic features of the knowledge base, the review also employed citation and co-citation analyses of authors, journals and documents. Author co-citation analysis (ACA) was used reveal the intellectual structure of the LSCI literature. Findings The growth trajectory of LSCI research began with low levels of publication during the 1960s and 1970s, followed by steady and then accelerating growth in subsequent decades. Citation analyses highlighted key journals, authors and documents in this field, while ACA identified four research streams or Schools of Thought that comprise the LSCI knowledge base: transformational leadership for school improvement, instructional leadership for school improvement, shared leadership for change and school improvement, school improvement. Originality/value The review offers empirical documentation of the changing intellectual structure of the one of the key lines of inquiry that emerged in the field of educational administration over the past six decades. More broadly, the review illustrates the benefits of bibliometric analysis as a tool capable of illuminating critical features that bear upon knowledge accumulation in a line of inquiry, or a broader discipline.

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Wrigley, Terry. "Paradigms of school change." Management in Education 25, no. 2 (April 2011): 62–66. http://dx.doi.org/10.1177/0892020611398929.

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This short paper points to some paradigm issues in the field of school development (leadership, effectiveness, improvement) and their relationship to social justice. It contextualises the dominant School Effectiveness and School Improvement models within neo-liberal marketisation, paying attention to their transformation through a ‘marriage of convenience’ in the early 1990s. It contrasts these with other models of school change based upon the desire for curricular or political reform. It proposes a shift of emphasis from the competitive school as the key entity to a close examination of the symbolic exchanges between school and the neighbourhood, particularly in areas of poverty, and the sense which teachers and students are able to make of each others’ lives and cultural reference points. In addition to Bourdieu’s concept of capitals, it will draw on Goffman as a theorist who combines symbolic interactionism with an understanding of institutional norms.

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Abrams, Laura S., and Jewelle Taylor Gibbs. "Planning for School Change." Urban Education 35, no. 1 (March 2000): 79–103. http://dx.doi.org/10.1177/0042085900351005.

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15

Matthews, Martin. "Leading change in school." SecEd 2018, no. 9 (March 15, 2018): 14. http://dx.doi.org/10.12968/sece.2018.9.14.

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16

Walley, Carl. "Looking at School Change." Childhood Education 71, no. 5 (August 1995): 258–60. http://dx.doi.org/10.1080/00094056.1995.10522615.

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17

Prestine, Nona A., and Chuck Bowen. "Benchmarks of Change: Assessing Essential School Restructuring Efforts." Educational Evaluation and Policy Analysis 15, no. 3 (September 1993): 298–319. http://dx.doi.org/10.3102/01623737015003298.

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This study assesses the process of changing in four schools at the midpoint of a 5-year essential schools restructuring effort. Using cross-case analyses, organizational change processes are assessed using four benchmarks of change established by the Coalition of Essential Schools: substantial agreement, observable change, all-school participation, and systemic leadership. Factors affecting the change processes are identified. Conclusions about school restructuring-change processes are discussed in terms of the criteria established by the Coalition and the literature on change.

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18

Нorash, Kateryna. "CURRENT TRENDS OF CHANGES IN THE EDUCATIONAL ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 42–46. http://dx.doi.org/10.24144/2524-0609.2021.49.42-46.

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The article is devoted to the problem of creating a modern educational environment in Ukrainian schools, in particular, it is substantiated the need to identify and study the main trends in the school educational environment change in order to familiarize teachers and prepare them to design an effective educational environment. The purpose of the article is to identify and characterize the key trends in the educational environment change of general secondary education institution in the context of educational reform in Ukraine and global transformation processes. Theoretical methods were used in the research, such as: analysis of scientific and pedagogical literature, normative-legal documents and reporting documentation of experimental schools; generalization of the research results of changes in the educational environment of schools in Ukraine and the world; synthesis (definition and characterization of the main trends in the school educational environment change). Empirical research, observation and survey methods, have made it possible to identify problems in the educational environment organization of the experimental schools and develop recommendations for their solution. The survey was conducted among school principals, teachers and students of secondary and high school (a total of 57 participants). As a result of the study external and internal factors were identified which influence the changes in the educational environment of Ukrainian schools; the main trends in the school educational environment change were identified and characterized: 1) technological trends in the educational environment change; 2) socio-cultural trends in the school educational environment change; 3) trends in changing approaches to the development of the educational environment of the school; 4) trends in lifelong learning. We consider the perspectives for further research in studying the trends in education change in Ukraine and educational systems development of different countries to be promising in order to identify problems and prospects for creating an effective educational environment to ensure the quality of Ukrainian education.

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Wu, Mei-Jiun. "The Effects of Student Demographics and School Resources on California School Performance Gain: A Fixed Effects Panel Model." Teachers College Record: The Voice of Scholarship in Education 115, no. 4 (April 2013): 1–28. http://dx.doi.org/10.1177/016146811311500408.

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Background/Context Recently emerged with the implementation of the California's Public Schools Accountability Act of 1999 and the NCLB Act of 2001 is an increase in the number of education production function studies estimating the relationship between educational inputs and APIs. While the majority of past research on California school performance focuses on the impacts of different demographic measures and school resources on API scores at interschool level, few are done to study the effects of changes in similar factors on performance gain at intraschool level. Given that school performance is to be measured against oneself over time under California's current accountability system, the need is great to understand how school performance gain is affected by changes in student demographics and school characteristics within the school. Objective Of Study The primary objective of this study is to investigate how APIs change with student demographics and school resources within individual schools. It is hypothesized that changes in factors contributing to interschool variations in API may also affect school API gains. In addition, the impacts of these variables on API gains of individual schools are then compared with results from prior cross-sectional studies to see if their effects on school performance differ between and within the schools. Research Design Using the fixed effects regression a hypothetical causal relationship proposed between API gains and changes in nine student demographic variables, including seven racial/ethnic, free and reduced price meal and English language learning subgroups, plus seven school resource variables was estimated. Findings School API gains appeared very sensitive to changes in all 16 variables. A 1% change in student demographics at school level was significant enough to change API by an average of -5.0077 to 1.2372 points, while changes in school resources by 1 unit was found to affect school API in the range of -0.0212 to 2.5013. Conclusions While California places great responsibility on individual schools for student growth, little policy consideration is given to the likely effects of demographic and resource changes on school performance within the school. Moreover, this study's confirmation of the positive impact of teachers’ advanced degree and full teaching credential on performance gains suggests that teacher qualifications may hold the key to improving student achievement.

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Jensen, Chad D., Amy F. Sato, C. Meghan McMurtry, Chantelle N. Hart, and Elissa Jelalian. "School Nutrition Policy." ICAN: Infant, Child, & Adolescent Nutrition 4, no. 5 (August 24, 2012): 276–82. http://dx.doi.org/10.1177/1941406412458314.

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Background. School policies limiting the availability of sweetened beverages are often considered to be effective interventions for improving children’s diet and weight-related health. This study was designed to examine the effectiveness of the Rhode Island Healthier Beverage Policy in reducing consumption of unhealthy beverages and in producing changes in children’s weight status. Method. Students in 2 public middle schools in Rhode Island completed self-reported measures of dietary intake and were measured for height and weight prior to and 1 year following the implementation of a state-mandated healthier beverage policy. An inventory of beverages available in vending machines after the beverage policy was implemented provided a measure of adherence with the statewide policy. Results. Both surveyed schools demonstrated compliance with the beverage policy (ie, greater than 70% of available beverages complied). Self-reported consumption of sweetened beverages did not change significantly following policy implementation. Neither average BMI percentile for age and gender nor frequency of children in each weight category changed significantly 1 year after the policy was implemented. Conclusions. Although the healthier beverage policy was effectively implemented, it did not result in changes in self-reported sweetened beverage consumption or weight status 1 year later. Additional school policy and individual-level changes appear to be necessary to effect change in weight and dietary outcomes for children.

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McLeskey, James, and Nancy L. Waldron. "School Change and Inclusive Schools: Lessons Learned from Practice." Phi Delta Kappan 84, no. 1 (September 2002): 65–72. http://dx.doi.org/10.1177/003172170208400114.

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Bullough, Robert V., Don Kauchak, Nedra A. Crow, Sharon Hobbs, and David Stokes. "Professional development schools: Cataylsts for teacher and school change." Teaching and Teacher Education 13, no. 2 (February 1997): 153–69. http://dx.doi.org/10.1016/s0742-051x(96)00017-0.

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Russell, Paul. "System approaches to school psychology (or why school psychologists shouldn’t see kids)." Journal of Psychologists and Counsellors in Schools 29, no. 01 (June 2019): 100–106. http://dx.doi.org/10.1017/jgc.2019.8.

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AbstractIn a world where the only constant is change, schools are faced with the need to adapt creatively to changing societal demands, parental expectations, and children with increasingly diverse needs. Lasting and effective change can only occur with systemic and organisational change, and this essay argues that school-based psychologists are an invaluable, but potentially overlooked, resource in driving and supporting effective, evidence-supported, organisational change in schools. It is suggested that this can occur best when school-based psychologists are able to move away from direct service models that treat individual children to a systemic model that supports whole-school change.

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Peel, Henry A., and Bradford L. Walker. "Collaboration: Getting All Hands on Deck Facilitates School Change." Journal of School Leadership 3, no. 1 (January 1993): 30–39. http://dx.doi.org/10.1177/105268469300300104.

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Collaboration, a powerful tool for school reform, facilitates school improvement efforts and minimizes the overwhelming dimensions of change. A collaborative change process underway in North Carolina emphasizes using input from teachers, as well as supporting the notion of school leaders working collaboratively with many others who are interested in improving schools: higher education, the state agency for public education, colleagues from other schools, and consultants. Principals are encouraged to take an “all hands on deck” approach to problem-solving and change efforts. This article discusses the successes and frustrations of school leaders involved in this collaborative reform project.

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Galdames, Sergio, Carmen Montecinos, Fabián Campos, Luis Ahumada, and María Verónica Leiva. "Novice principals in Chile mobilizing change for the first time: Challenges and opportunities associated with a school’s readiness for change." Educational Management Administration & Leadership 46, no. 2 (May 19, 2017): 318–38. http://dx.doi.org/10.1177/1741143217707520.

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In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling ( n = 4) and in schools that were sinking ( n = 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fail to create conditions, such as staffing, so the arrival of a new principal is indeed an opportunity to reverse a downward trajectory of an ineffective, high-poverty school.

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Waheed, Zarina, Muhammad Ilyas Khan, and Sufean Bin Hussin. "Orientations of Leadership Behaviours Required for School Transformation and Change." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (July 1, 2020): 1–16. http://dx.doi.org/10.35993/ijitl.v6i1.808.

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Leadership is considered as one of the most important factors in school success. Leaders from the successfully transformed schools demonstrate multiple leadership behaviours that vary according to situations. This qualitative study explored important orientations of leadership behaviours in two selected transformed schools in Malaysia. Data were collected through interviews, observations and document review. 28 participants (14 from each schools) including school leaders, administrators and teachers were selected through purposive sampling for interviews. The data collected were consolidated, reduced and interpreted. The four leadership behaviour orientations, which included task-oriented, relation-oriented, change-oriented and ethical-oriented leadership behaviour, came out as main orientations of leadership behaviours required for school transformation. The study offers important implications for school leaders, policy makers, educationists and researchers in Malaysia and elsewhere with similar contexts. Keywords: Leadership behaviour orientations, School leaders, School transformation

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Annan, Jean, and Rose Carpenter. "Learning and Change Networks." Kairaranga 16, no. 2 (July 1, 2015): 8–17. http://dx.doi.org/10.54322/kairaranga.v16i2.255.

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The Learning and Change Network Strategy (LCN) was developed to raise students’ achievement by appreciating, extending and enriching their learning environments. Throughout New Zealand there are 53 voluntary, networked communities of practice. They involve the active participation of students, teachers, parents, school leaders and community members from early childhood centres and primary, intermediate, secondary, and special education schools. Together the participants explore learning environments in relation to mutually-understood achievement challenges and make changes based on unique, contextually-specific analyses. Networks are observing impacts of this change on student outcomes and the practice of all participants. They have noticed that many children have made academic gains, collaboration within and between schools and communities has increased, and teachers, parents and students themselves have gained new insights into the students’ learning. Schools have benefited from the broadening of leadership and evaluative capability of staff and the transfer of in-depth methods of inquiry into school initiatives.

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Centeio, Erin Elizabeth, Jeanne M. Barcelona, Kristen Kaszeta, and Nate McCaughtry. "Building Healthy Communities: Creating Policy to Sustain Health-Related School Change." Journal of Youth Development 13, no. 3 (September 18, 2018): 176–90. http://dx.doi.org/10.5195/jyd.2018.602.

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Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as well as proposed changes made as part of a sustainability plan. Findings indicated that evidenced-based tools can spur awareness of the need for health-based school change among administration, which in turn can prompt the adoption of school-level adherence policies. The intersection between school-based health policy and community-based youth programs is explored as an important part of comprehensive youth health promotion.

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

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In this paper, we examine the current literature on whole-school-system change processes, and the ways in which research findings may be applied to schools in Quebec, Canada. Throughout the paper we use a current school change initiative, NEXTschool, to explore the possibilities and challenges that some of this literature presents, applied to a specific context. At the conclusion we offer a conceptual framework that underpins how we conceptualize the NEXTSchool initiative. The review focuses on three fields that have emerged as relevant to current change movements: 21st century educational change/reform, power dynamics, and design thinking as a systems-change process.

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Goodman, Jesse. "Change without Difference: School Restructuring in Historical Perspective." Harvard Educational Review 65, no. 1 (April 1, 1995): 1–30. http://dx.doi.org/10.17763/haer.65.1.9856723ur2648m35.

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In this article, Jesse Goodman examines the current "third wave" school restructuring movement and its attempt to reform U.S. schools based on the perceived needs of the information age. Goodman places this school reform movement in historical context and explores the way it emerged from the interrelated fields of educational technology, instructional design, and systems theory. Goodman argues that four core principles that underlie the third wave school restructuring movement — social functionalism, efficiency and productivity, individualism, and expertism — will likely reinforce existing school practices and values instead of substantively transforming teaching and learning in U.S. classrooms.

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Leiva, Miriam A. "Principles for Principals: Facilitating Change." Arithmetic Teacher 36, no. 6 (February 1989): 60–61. http://dx.doi.org/10.5951/at.36.6.0060.

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Changes are taking place in the teaching and learning of mathematics—students are actively involved in doing mathematics with manipulatives and models; they are discussing problems among themelves with their teacher's guidance; they are exploring alternate ways to solve problems; and they are posing questions and examining solu tions (Dossey et al. 1988). This student-oriented, problem-solving approach is advocated by NCTM's Curriculum and Evaluw ion Standards for School Mathematics (Commission on Standards for School Mathematics of the NCTM 1987) and supported by the finding of the 1986 National As essment of Educa tional Progress. Principals, the instructional leaders in the schools. can be facilitator of change, and their support of innovative programs and activitie is crucial to reforming school mathematics.

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Benji-Rabinovitz, Shiran, and Izhak Berkovich. "Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture." International Journal of Educational Management 35, no. 1 (September 1, 2020): 75–86. http://dx.doi.org/10.1108/ijem-05-2020-0279.

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PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.FindingsThe analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.Originality/valueThe study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.

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van der Vegt, Rein, and Hans Knip. "Implementing Mandated Change: The School as Change Contractor." Curriculum Inquiry 20, no. 2 (1990): 183. http://dx.doi.org/10.2307/1180125.

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Van Der Vegt, Rein, and Hans Knip. "Implementing Mandated Change: The School as Change Contractor." Curriculum Inquiry 20, no. 2 (June 1990): 183–203. http://dx.doi.org/10.1080/03626784.1990.11076072.

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Friedman, Devora, and Izhak Berkovich. "Influence tactics and “second-order” change in schools: case study research of principals' political behaviors and strategies." International Journal of Educational Management 35, no. 1 (November 4, 2020): 327–39. http://dx.doi.org/10.1108/ijem-08-2020-0413.

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PurposePrincipals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process.Design/methodology/approachThe study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the “Routes” program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities and teachers in four schools.FindingsThe results indicate that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics and a unitype that relies on soft influence tactics.Originality/valueThe research study contributed to the limited knowledge in educational administration on micropolitics and political behaviors in the course of school changes.

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Trilaksono, Teddy, Ambara Purusottama, Ifa Hanifah Misbach, and Irfan Hary Prasetya. "Leadership change design: a professional learning community (PLC) project in eastern Indonesia." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 47. http://dx.doi.org/10.11591/ijere.v8i1.15662.

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<span>A professional learning community (PLC) is a long-term sustainable program that can replace professional development (PD) to enable teachers to become teacher leaders and school principals to become instructional leaders. Using a case study from the establishment of the PLC project in 10 schools of Eastern Indonesia (Saparua island, Maluku), this research develops a progressive leadership change model through an ADDIE instructional design that changes school leadership. The research aims to investigate how to identify the most effective leadership change model by exploring differrent forms of learning communities between school principals and teachers. Using an action research approach to solve the problem, the data were collected over a 10-month period when the PLC project activities took place and embedded them as empirical materials that complement each other. The findings show that the leadership change design through PLC runs effectively if value alignment occurs between school principals and teachers after the open environment is established. The data also highlight that aligned values must be embedded as school identities, whereas a school principal must act as a change leader in order to ensure that these changes are sustainable. This study concludes by proposing policy recommendations for policy makers and education stakeholders on how to develop PD and PLC in <br /> Indonesian schools.</span>

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Helme, Zoe E., Jade L. Morris, Joanna Nichols, Anna E. Chalkley, Daniel D. Bingham, Gabriella M. McLoughlin, John B. Bartholomew, and Andrew Daly-Smith. "Assessing the Impacts of Creating Active Schools on Organisational Culture for Physical Activity." International Journal of Environmental Research and Public Health 19, no. 24 (December 16, 2022): 16950. http://dx.doi.org/10.3390/ijerph192416950.

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Background: National and international guidance recommends whole-school approaches to physical activity, but there are few studies assessing their effectiveness, especially at an organisational level. This study assesses the impact of the Creating Active School’s (CAS) programme on organisational changes to physical activity provision. Methods: In-school CAS leads completed a 77-item questionnaire assessing school-level organisational change. The questionnaire comprised 19 domains aligned with the CAS framework and COM-B model of behaviour change. Wilcoxon Signed Rank Tests assessed the pre-to-nine-month change. Results: >70% of schools (n = 53) pre-CAS had inadequate whole-school physical activity provision. After nine months (n = 32), CAS had a significant positive effect on organisational physical activity. The positive change was observed for: whole-school culture and ethos, teachers and wider school staff, academic lessons, physical education (PE) lessons, commute to/from school and stakeholder behaviour. Conclusions: This study provides preliminary evidence that CAS is a viable model to facilitate system-level change for physical activity in schools located within deprived areas of a multi-ethnic city. To confirm the results, future studies are required which adopt controlled designs combined with a holistic understanding of implementation determinants and underlying mechanisms.

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Cuban, Larry. "How Schools Change Reforms: Redefining Reform Success and Failure." Teachers College Record: The Voice of Scholarship in Education 99, no. 3 (December 1998): 453–77. http://dx.doi.org/10.1177/016146819809900301.

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Because schools change reforms as much as reforms change schools, judging an innovation's success or failure has been, and is, no easy task. I identify three common criteria used by policymaking elites (effectiveness, popularity, and fidelity) and two less common ones used by practitioners (adaptability and longevity) and apply them to the two-decade-old Effective Schools school reform. What emerged as crucial in evaluating school reforms is what criteria are being used to make judgments, whose criteria they are, and how schools change reforms as they are implemented. The example of Effective Schools challenges policymakers and researchers to become more explicit about which criteria they employ to judge success and to understand how the journey of school reform is a story of constant adaptation that ultimately undermines the common criteria generally used to judge success and failure.

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Cullen, Karen Weber, Kathy Watson, Issa Zakeri, and Katherine Ralston. "Exploring changes in middle-school student lunch consumption after local school food service policy modifications." Public Health Nutrition 9, no. 6 (September 2006): 814–20. http://dx.doi.org/10.1079/phn2005878.

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AbstractObjectiveThis study assessed the impact of changes in school food policy on student lunch consumption in middle schoolsMethodsTwo years of lunch food records were collected from students at three middle schools in the Houston, Texas area. During the first year, no changes occurred in the school food environment. After that school year was completed, chips and dessert foods were removed from the snack bars of all schools by the Food Service Director. Students recorded the amount and source of food and beverage items consumed. Point-of-service purchase machines provided a day-by-day electronic data file with food and beverage purchases from the snack bars during the 2-year period. Independent t-tests and time series analyses were used to document the impact of the policy change on consumption and sales data between the two yearsResultsIn general, student consumption of sweetened beverages declined and milk, calcium, vitamin A, saturated fat and sodium increased after the policy change. Snack chips consumption from the snack bar declined in year 2; however, consumption of snack chips and candy from vending increased and the number of vending machines in study schools doubled during the study period. Ice cream sales increased significantly in year 2ConclusionsPolicy changes on foods sold in schools can result in changes in student consumption from the targeted environments. However, if all environments do not make similar changes, compensation may occur

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Lambert, Phil, Warren Marks, Virginia Elliott, and Natalie Johnston-Anderson. "Generational change in Australian school leadership." Journal of Educational Administration 54, no. 2 (April 11, 2016): 114–34. http://dx.doi.org/10.1108/jea-06-2014-0069.

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Purpose – The purpose of this paper is to report on a study examining the existence and perceived influence of “generational collide” for teachers and leaders across three generations – Baby Boomers, Generation X (Gen X) and Generation Y (Gen Y). The study sought to further determine if a teacher’s generation, gender, school level or position influenced their beliefs about generational leadership change. Design/methodology/approach – This study employed a cross-sectional survey using an explanatory sequential mixed methods design. A random sample of teachers and leaders from schools in the Sydney metropolitan area participated in a questionnaire (n=244) and a purposive sample of eight participants from each of the three generational groups (n=24) participated in a follow up interview. Findings – The data revealed that teachers and leaders across all three generations agreed that “generational collide” is real and is currently happening in some schools. Each generation has their own perceptions about the “collide” and often do not recognise that this may differ for other generations. In relation to the key variables, this study demonstrated that primary teachers were significantly more likely to believe that generational leadership change was happening than secondary teachers and that Baby Boomers were significantly more likely to view their staying on past retirement age as positive compared to both Gen X and Gen Y. Practical implications – The findings from this study have practical implications for system leaders charged with the responsibility of providing the supply of quality leadership for schools through effective succession planning programmes and policies. Social implications – The findings from this study have social implications for principals’ (and deputy principals’) professional associations who have the responsibility for the personal, professional and career welfare of principals and aspiring principals. Originality/value – This paper adds to the growing body of evidence around generational collide in schools by providing an Australian perspective on the phenomenon. Moreover, this paper raises important concerns for school leaders and administrators involved in leadership development initiatives at the micro, meso and macro levels. Teachers in each generation have specific beliefs around promotion, career pathways, knowledge transfer and talent retention that need to be recognised and considered in future succession planning.

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Susilawati, Susilawati, and Muh Misbah. "Islamic Boarding School Development: A Review from Management Reshuffle." Pedagonal : Jurnal Ilmiah Pendidikan 6, no. 1 (April 30, 2022): 56–67. http://dx.doi.org/10.55215/pedagonal.v6i1.4952.

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Change in an organization is very necessary as an effort to improve its quality. In this study, researchers conducted the research on how the efforts of Islamic boarding schools to make changes. This study aims to investigate how the change management of Islamic boarding schools. This research was conducted at Darul Kirom Islamic Boarding School Jatisampurna Bekasi West Java. The research method used is descriptive qualitative research method, which means a research method aimed at describing existing phenomena using triangulation data collection techniques, namely through the main research instrument the researchers themselves are supported by observation, interviews and document studies. Based on the research analysis, conclusions can be drawn, among others: 1) In relation to the management of Islamic boarding school changes have been carried out using an exploration, planning, action and integration approach. This is evidenced by changes in the organizational structure, management of the boarding school, infrastructure, curriculum and human resources at the Darul Kirom Islamic boarding school. 2) Of the two leaderships that have occurred, have a very meaningful role. This is evident in the journey of the Islamic boarding school, each leadership has a role in the changes that continue to develop until now. 3) The driving factors for the change in the Darul Kirom Islamic boarding school are influenced by two factors, namely external factors and internal factors.

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Reyes, Pedro, Celeste Alexander, and Sarah Diem. "Trust and School Reform Implementation." Journal of School Public Relations 29, no. 2 (March 1, 2008): 237–75. http://dx.doi.org/10.3138/jspr.29.2.237.

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This article presents an analysis of data collected during an evaluation of a Carnegie initiative, Schools for a New Society, implemented in a large urban district in the South. Findings suggest that the initiative’s four strategic assumptions have been addressed at least partially: First, school and community representatives have jointly redesigned high schools; second, factory model high schools are transforming into small learning communities; third, changes are being systemically addressed across the district; and, fourth, public–private partnerships are helping raise dollars for public schools. As such, this article analyzes the transformation of a school into a small learning community and the importance of trust in creating a school climate conducive to school change.

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Morrill, Richard L. "SCHOOL BUSING AND DEMOGRAPHIC CHANGE." Urban Geography 10, no. 4 (July 1989): 336–54. http://dx.doi.org/10.2747/0272-3638.10.4.336.

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Lee, Samhyung. "School Change and Reading Education." JOURNAL OF READING RESEARCH 42 (February 28, 2017): 9–28. http://dx.doi.org/10.17095/jrr.2017.42.1.

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May, Karen, and Delani Noel. "School Nurses and Climate Change." Annual Review of Nursing Research 38, no. 1 (December 23, 2019): 275–86. http://dx.doi.org/10.1891/0739-6686.38.275.

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Climate change is a serious threat to human health. Nurses recognize vulnerable populations are disproportionately affected by the consequences from climate change, especially the elderly, pregnant women, and children. Children with asthma and chronic health conditions are at the greatest risk for negative health outcomes and are the most important reason for climate advocacy. This descriptive correlational study seeks to assess the knowledge, attitudes, and behaviors of school nurses related to the health impacts of climate change. School nurses are in a unique position to address the health impacts of climate change and become fierce advocates of climate justice because of population they serve. School-age and adolescent students are particularly vulnerable to the consequences climate change, which include poor air quality, increasing temperatures, and increasing pollen counts. School nurses were invited to participate in the study via email and provided information about the Nurses Climate Change Challenge. It was the goal of the study to assess these domains in school nurses' and later develop continuing education to support the care and advocacy of students. The results suggest more continuing education on climate change and climate conscious care is needed for school nurses. The current challenge is not only to be more prepared to treat a greater number of illnesses induced by climate change, it is also to maintain expertise and adapt to a changing environment. Nurses must address the impact of climate change on a local level by making changes in practice and engaging in research so that they are prepared with the knowledge, and skills to offer expertise in environmental health and the care of school-age populations.

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Adelman, Howard S., and Linda Taylor. "Systemic Change for School Improvement." Journal of Educational and Psychological Consultation 17, no. 1 (April 2007): 55–77. http://dx.doi.org/10.1080/10474410709336590.

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Rowden-Racette, Kellie. "School SLPs Brace for Change." ASHA Leader 17, no. 10 (August 2012): 26–29. http://dx.doi.org/10.1044/leader.an6.17102012.26.

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Posch, Peter. "Curriculum Change and School Development." Environmental Education Research 2, no. 3 (October 1996): 347–62. http://dx.doi.org/10.1080/1350462960020307.

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DeLaney Horsch, Patricia. "School Change: A Partnership Approach." Early Education & Development 3, no. 2 (April 1992): 128–38. http://dx.doi.org/10.1207/s15566935eed0302_7.

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Palmer, June M., and Elda De Waal. "School Change and Emotional Intelligence." Journal of Social Sciences 26, no. 3 (March 2011): 171–81. http://dx.doi.org/10.1080/09718923.2011.11892894.

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