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Artículos de revistas sobre el tema "Educational change"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

Carlyon, Tracey y Christopher Branson. "Educational change". Teachers' Work 15, n.º 2 (20 de diciembre de 2018): 105–23. http://dx.doi.org/10.24135/teacherswork.v15i2.254.

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Despite the availability of an abundant amount of guiding literature, only about 30% of planned educational changes are successful. Clearly there is something essential missing from our understanding of how to successfully lead educational change. A review of the literature provides an awareness that success is far more likely if the leader pays as much attention to the needs of those who are bringing about the change as they do to the elements of the planned change strategy. Arguably, however, this still maintains a top-down perspective of the change process. Hence the departure point of this article is its presentation of a change process from the perspective of those explicitly affected—that is, a view from the ‘bottom up’. Specifically, this article presents and discusses both quantitative and qualitative data from research conducted in Aotearoa New Zealand involving primary school teachers who changed the class levels in which they taught. It seeks to provide a unique contribution to the development of successful educational change strategies by presenting the teachers’ views about the most effective leadership practices during times of change.

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2

McNamara Perlich, Linda Jane. "Catalyzing Educational Change". JONA: The Journal of Nursing Administration 16, n.º 1 (enero de 1986): 6. http://dx.doi.org/10.1097/00005110-198601000-00003.

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3

Shirley, Dennis. "Accelerating educational change". Journal of Educational Change 18, n.º 3 (29 de julio de 2017): 257–62. http://dx.doi.org/10.1007/s10833-017-9303-2.

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4

USHIOGI, Morikazu. "Changing Educational Population and Educational Change". Journal of Educational Sociology 82 (2008): 7–25. http://dx.doi.org/10.11151/eds.82.7.

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5

Anghelache, Valerica y Cristina Corina Benţea. "Educational changes and teachers’ attitude towards change". Procedia - Social and Behavioral Sciences 33 (2012): 593–97. http://dx.doi.org/10.1016/j.sbspro.2012.01.190.

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6

Gundy, Morag S. y Marie Josée Berger. "Towards a Model Supporting Educational Change". International Journal of Information and Education Technology 6, n.º 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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7

Starr, Lisa, Joseph Levitan, Lynn Butler-Kisber, Aron Rosenberg, Vanessa Gold y Ellen MacCannell. "Educational Change and NEXTSchool". SFU Educational Review 13, n.º 1 (19 de agosto de 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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8

Forrester, Gillian. "Leading educational change wisely". Journal of Educational Administration and History 43, n.º 3 (agosto de 2011): 277–79. http://dx.doi.org/10.1080/00220620.2011.590651.

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9

Farmer, E. D. "Educational change by experiment". Medical Education 20, n.º 4 (julio de 1986): 265–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01364.x.

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10

Jones, Gareth. "Educational waves of change". Physics World 3, n.º 2 (febrero de 1990): 16. http://dx.doi.org/10.1088/2058-7058/3/2/12.

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11

Clement, Jennifer. "Managing mandated educational change". School Leadership & Management 34, n.º 1 (17 de julio de 2013): 39–51. http://dx.doi.org/10.1080/13632434.2013.813460.

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12

Stoddart, Trish y Dale Niederhauser. "Technology and Educational Change". Computers in the Schools 9, n.º 2-3 (enero de 1993): 5–23. http://dx.doi.org/10.1300/j025v09n02_02.

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13

Mundy, Karen. "Global governance, educational change". Comparative Education 43, n.º 3 (agosto de 2007): 339–57. http://dx.doi.org/10.1080/03050060701556281.

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14

Shevitz, Susan L. "TRAILBLAZERS OF EDUCATIONAL CHANGE". Jewish Education 59, n.º 2 (septiembre de 1991): 8–9. http://dx.doi.org/10.1080/0021642910590204.

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15

Hall, Robert A. "Hypermedia for educational change:". TechTrends 37, n.º 3 (mayo de 1992): 37–38. http://dx.doi.org/10.1007/bf02761322.

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16

Connolly, Michael, Una Connolly y Chris James. "Leadership in Educational Change". British Journal of Management 11, n.º 1 (marzo de 2000): 61–70. http://dx.doi.org/10.1111/1467-8551.00151.

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17

NESPOR, JAN. "Devices and Educational Change". Educational Philosophy and Theory 43, sup1 (enero de 2011): 15–37. http://dx.doi.org/10.1111/j.1469-5812.2009.00611.x.

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18

Resta, Paul. "Educational change and computers". ACM SIGCUE Outlook 20, n.º 2 (junio de 1989): 3–5. http://dx.doi.org/10.1145/382145.382956.

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19

Moore, Rob y Mike Hickox. "Vocationalism and educational change". Curriculum Journal 5, n.º 3 (septiembre de 1994): 281–93. http://dx.doi.org/10.1080/0958517940050302.

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20

Finnan, Christine. "The Gender Politics of Educational Change.:The Gender Politics of Educational Change." Anthropology Education Quarterly 30, n.º 4 (diciembre de 1999): 485–86. http://dx.doi.org/10.1525/aeq.1999.30.4.485.

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21

Bhandari, Prem Raj. "Change yourself to change your institution: Perspectives on educational change". Scholars' Journal 3 (1 de diciembre de 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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22

Lomba-Portela, Lucía, Sara Domínguez-Lloria y Margarita Rosa Pino-Juste. "Resistances to Educational Change: Teachers’ Perceptions". Education Sciences 12, n.º 5 (20 de mayo de 2022): 359. http://dx.doi.org/10.3390/educsci12050359.

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Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice.

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23

Johnson, Natalie, De Zhang y Melinda Gallagher. "Surviving change: a survey of educational change models". Technology, Pedagogy and Education 11, n.º 3 (1 de octubre de 2002): 355–60. http://dx.doi.org/10.1080/14759390200200229.

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24

Garforth, Chris y Maurice Holt. "Judgement, Planning and Educational Change". British Journal of Educational Studies 36, n.º 3 (octubre de 1988): 277. http://dx.doi.org/10.2307/3120952.

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25

Hardstaffe, Michael, Michael Fullan y Andy Hargreaves. "Teacher Development and Educational Change". British Journal of Educational Studies 41, n.º 1 (marzo de 1993): 84. http://dx.doi.org/10.2307/3122441.

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26

Couture, Danielle, Judith McBride, Sujata Saha, Denise Schellhase y Kelly Von Eschen. "Teacher Inquiry for Educational Change". LEARNing Landscapes 4, n.º 2 (2 de abril de 2011): 125–44. http://dx.doi.org/10.36510/learnland.v4i2.391.

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The inquiries of professionals involved in the development of a centre for inquiry into educational practice in a secondary school are fostered through professional conversation among teachers, support and professional staff undertaking research on practice. A framework for the development of the work done in the centre is briefly reviewed. Snapshots of various experiences and products illustrate evolving understandings of inquiry and evidence of ways in which it supports student learning and developing teaching practices in light of local curricular reforms.

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27

Alnahdi, Ghaleb Hamad. "Educational Change In Saudi Arabia". Journal of International Education Research (JIER) 10, n.º 1 (31 de diciembre de 2013): 1–6. http://dx.doi.org/10.19030/jier.v10i1.8342.

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The main goal of this article is to discuss the possibility of adapting the suggestions by Hargreaves and Shirley (2009) in their book "The Fourth Way." This paper will discuss the topic of educational change and reform through three main points. First, it will review the most important advantages and disadvantages that characterize the three periods of change, as presented by Hargreaves and Shirley (2009). Second, it will extract the main principles proposed by Hargreaves and Shirley (2009) as the fourth way (the principles of how education should be changed in the future) and discuss whether or not officials in Saudi Arabia will be able to apply it. Third, it will review the movement of change and reform that has taken place in the Ministry of Education of Saudi Arabia (MESA) in order to reform education.

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28

Wrigley, Terry. "Thinking deeply about educational change". Improving Schools 24, n.º 2 (julio de 2021): 97–98. http://dx.doi.org/10.1177/13654802211035655.

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29

Harris, Alma. "Leading or following educational change?" School Leadership & Management 25, n.º 5 (noviembre de 2005): 417–19. http://dx.doi.org/10.1080/13634230500340666.

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30

Rauch, Franz. "Teacher learning for educational change". Educational Action Research 12, n.º 2 (1 de junio de 2004): 287–304. http://dx.doi.org/10.1080/09650790400200305.

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31

Pritchard, Malcolm. "Educational Theory and Social Change". Cambridge Journal of Education 18, n.º 1 (enero de 1988): 99–109. http://dx.doi.org/10.1080/0305764880180108.

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32

Johnson, Robert C. "Educational Change in Francophone Africa". Journal of Negro Education 56, n.º 3 (1987): 265. http://dx.doi.org/10.2307/2295223.

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33

Powner, David J. y Paul L. Rogers. "The process of educational change". Critical Care Medicine 27, n.º 10 (octubre de 1999): 2289–90. http://dx.doi.org/10.1097/00003246-199910000-00039.

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34

Bush, Tony. "The Micropolitics of Educational Change". Educational Management Administration & Leadership 39, n.º 6 (noviembre de 2011): 642–45. http://dx.doi.org/10.1177/1741143211424559.

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35

Plank, David N. "Educational Reform and Organizational Change". Journal of Urban History 15, n.º 1 (noviembre de 1988): 22–41. http://dx.doi.org/10.1177/009614428801500102.

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36

Benson, Sandra. "Educational Change: Threat or Challenge?" British Journal of Occupational Therapy 54, n.º 5 (mayo de 1991): 161. http://dx.doi.org/10.1177/030802269105400501.

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37

Lee, John. "Teacher learning for educational change". Journal of In-service Education 29, n.º 1 (1 de marzo de 2003): 163–76. http://dx.doi.org/10.1080/13674580300200429.

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38

Skinner, Don. "Teacher Learning for Educational Change". Improving Schools 5, n.º 3 (septiembre de 2002): 64. http://dx.doi.org/10.1177/136548020200500313.

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39

Wrigley, Terry. "New challenges of educational change". Improving Schools 21, n.º 3 (noviembre de 2018): 207–8. http://dx.doi.org/10.1177/1365480218808892.

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40

Mariage, Troy V. y M. Arthur Garmon. "A Case of Educational Change". Remedial and Special Education 24, n.º 4 (julio de 2003): 215–34. http://dx.doi.org/10.1177/07419325030240040501.

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41

Schensul, Jean J., Maria Gonzalez Borrero y Roberto Garcia. "Applying Ethnography in Educational Change". Anthropology & Education Quarterly 16, n.º 2 (junio de 1985): 149–64. http://dx.doi.org/10.1525/aeq.1985.16.2.04x0633i.

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42

Harris, Alma y Michelle Jones. "Teacher leadership and educational change". School Leadership & Management 39, n.º 2 (8 de marzo de 2019): 123–26. http://dx.doi.org/10.1080/13632434.2019.1574964.

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43

Ribble, Mike. "Digital Citizenship for Educational Change". Kappa Delta Pi Record 48, n.º 4 (26 de octubre de 2012): 148–51. http://dx.doi.org/10.1080/00228958.2012.734015.

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44

Fink, Dean y Carol Brayman. "Principals' succession and educational change". Journal of Educational Administration 42, n.º 4 (agosto de 2004): 431–49. http://dx.doi.org/10.1108/09578230410544053.

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45

Hallinger, Philip. "Educational change in Southeast Asia". Journal of Educational Administration 36, n.º 5 (diciembre de 1998): 492–509. http://dx.doi.org/10.1108/09578239810238474.

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46

Howe, Frederick C., Marion H. Benz, Richard F. Frazita, Rex T. Lohman y Lois W. Pearson. "Educational Goals and Program Change". Action in Teacher Education 9, n.º 3 (septiembre de 1987): 49–56. http://dx.doi.org/10.1080/01626620.1987.10519357.

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47

Webber, Charles F. "Educational Change in Alberta, Canada". education policy analysis archives 3 (9 de julio de 1995): 12. http://dx.doi.org/10.14507/epaa.v3n12.1995.

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Alberta, Canada, is the site of large-scale educational change initiatives legislated by the provincial government. The mandates have sparked heated public debate over the appropriateness, wisdom, and utility of the reforms. This article summarizes the views of representatives of several educational interest groups and offers suggestions for making change more meaningful and successful.

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48

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

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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

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49

Foster, Beverly B. "Regulatory Change: Redefining Educational Standards". Journal of Nursing Regulation 1, n.º 2 (julio de 2010): 49–51. http://dx.doi.org/10.1016/s2155-8256(15)30351-3.

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50

McGrath, Simon. "Complexity, identity and educational change". International Journal of Educational Development 27, n.º 6 (noviembre de 2007): 597–98. http://dx.doi.org/10.1016/j.ijedudev.2007.09.003.

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