Rozprawy doktorskie: „Educational chang”

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Lynch, Timothy Joseph, i res cand@acu edu au. "An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary Schools". Australian Catholic University. School Of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006.

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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.

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

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

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Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education". Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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

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Carse, Nicola Rhys. "'Change is a journey' : investigating the complex process of educational change within Scottish primary physical education". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7930.

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

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

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

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

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

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This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.

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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64167.pdf.

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Rabinovitch, Lori Diane. "Educational reform : an investigation of democracy and the place of the self in Québec education". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85199.

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The Province of Quebec launched a province-wide reform of its schools and adult education centres in 1997 to respond to the exigencies of an increasingly multicultural population, and the requirements of a knowledge-based society. The reform aims to enhance democracy and citizenship. Based on the recent explosion in philosophical literature about varying models of democracy, and the concept of self advanced by each model, it is important to investigate what vision of democracy and concept of self is proposed for Quebec through this reform and what institutional measures are being adopted by the educational community to ensure its realization. This paper uses the principles of applied philosophy for an investigation of the reform from three perspectives: a study of theories about democracy, education, and the development of self; a critical text analysis of the reform's formative document; the creation of a study group inside a school board implementing the reform in its schools. The conclusion of the present investigation is that a model of deliberative democracy and dialogical concept of self is not the model of democracy that dominates Quebec's current reform project despite evidence that such a model is most likely to ensure that this reform will successfully address the needs of the population.

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

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Agbemabiese, Padmore Godwin Enyo. "Emerging themes in educational reforms in Ghana as seen through education reforms in the United States". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173366013.

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

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

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

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Keshavjee, Rashida. "Educational change in Kenya : the impact of secular education on the lives of Ismaili women". Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63803.

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Hamzah, Mohd Isa. "The impact of educational change in Malaysian Smart Schools on Islamic Education teachers and students". Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2891/.

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This study is an attempt to investigate the impact of educational change in Malaysian Smart Schools on Islamic Education teachers and students. This study is trying to understand all aspects of the change process in Smart Schools and to understand the problems of students and teachers as they endeavour to improve learning and teaching in Smart Schools. Following the implementation of the Smart School pilot projects in the Malaysian secondary schools. this study is aimed at suggesting an approach that can be used to incorporate the use of computers and ICT in Islamic Education by taking into consideration the views. experiences, expectations and needs of the teachers and the students themselves. In examining the new initiative of Smart Schools, a mixed methods design was adopted to gather the data needed from Islamic Education teachers and students. A grounded theory approach was used in the early phase of the study as this approach is suitable for this relatively new field where little research has been done. This research began with an exploratory phase which involved the use of focus groups as a means to gain knowledge of respondents' views, perceptions and attitudes about Smart Schools. The results from the focus group were used as initial data to develop a structured questionnaire for a large survey study in the Smart Schools. The last phase of research involved an in-depth interviewing process to clarify and validate the previous two phases of research. This study found that the use of computers was the core feature of the change phenomenon in Smart Schools. Islamic Education teachers and students were hardly coping with the task of incorporating the use of new technology in their teaching and learning. Many barriers and obstacles in using new technology were reported by Islamic Education teachers and students. The most important barriers identified in this study are the lack of computers and available resources, lack of training, shortage of time and the pressure of a heavy syllabus and examination centred learning. This study also notes the influence of subject culture in determining the use of computer in Islamic Education. This study also suggests some recommendations for the future implementation of Smart Schools throughout Malaysia by year 2010.

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

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

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

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Younk, Karina. "One province's conception of curriculum integration : transforming educational reform ideals into the Québec education program". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79986.

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This phenomenographic study explores the intentions, ideals, and practices that shape educational leaders' conceptions of curriculum integration. The study uses documents and interviews to analyse the integrative elements of three of Quebec's key educational reform documents: The final report from the commissioners of the Estates General on Education; Reaffirming the mission of our schools: Report of the task force on curriculum reform ; and the Quebec Education Program. Fifteen curriculum reform leaders who participated in the process of drafting these documents were interviewed about their conceptions of curriculum integration. The conceptual framework used to study Quebec's conceptions of curriculum integration stemmed from the review of the research literature. This study's revised framework may provide curriculum developers and other educational leaders with a template for exploring integrative intents, ideals, and practices coherent with their conceptions.

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Hoi, Bual Kip. "History of education in Burma and proposal to develop Burmese education system". Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.

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Dissertation (PhD)--University of Stellenbosch, 2007.
On t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ŉ kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ŉ verhalende verslag van my loopbaan as ŉ onderwyser, en spesifiek as ŉ skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ŉ raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ŉ deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ŉ werkwyse vir ŉ grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ŉ benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie

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Perin, Jodi R. "Educational travel for societal change: An exploration of popular education along the Mexico-United States border". Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278807.

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During the past few decades, anthropologists have become increasingly interested in how different cultural frameworks come together. One opportunity to view such interactions is presented by travel seminars based on a transformative education model, which aim to educate middle-class people about conditions in economically depressed areas through travel. The task of this thesis is to examine the experiences of U.S. participant groups in one transformative education program, paying particular attention to interpersonal contact, both within groups and between them and local people, and to how participants experience the location of poverty. I argue that multiple factors play a role in terms of whether, how, and why trip participants appear to form new meanings based on their experiences. These factors include the individual's ability to empathize with the 'Other' (i.e. local people) met on the trip and previous experience in and knowledge of economically depressed areas, especially the Third World.

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Pettersson, Fanny. "Learning to be at a distance : structural and educational change in the digitalization of medical education". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-110740.

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As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

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Garcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /". READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.

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Millard, Dianna Aileen. "Perspectives of leaders in educational change". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29079.pdf.

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Symeonides, Zofia Daphne Janina Maria. "The emotions of educational change: teachers'voices". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559047.

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

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Stobie, Ingeborg. "'Change' and 'continuity' in educational psychology". Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366935.

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

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

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Boswell, Katherine. "Finding common ground : state leaders' perceptions about transforming postsecondary education for the 21st century /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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

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Sutherland, Claire Euline. "Positive deviance during organization change| Researchers' social construction of expanded university goals". Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600315.

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Many universities have expanded from teaching only to include research goals, requiring shifts in organization behavior. An exploratory case study method was used to examine these dynamics among positive deviant researchers at the University of Technology, Jamaica (UTech), the single case examined, from a social construction perspective. As a participant observer in the organization, the researcher engaged in marginality and its associated risks in studying UTech’s transition from low to higher research outputs to answer the research questions—significant norms influencing positive deviancy patterns of the researchers and, their perceptions and experiences during transition. A qualitative case report and mini-organization ethnography of UTech was produced to enhance contextual understanding of positive deviance among university researchers, an area not previously described in the literature. Several important organizational findings emerged from the analysis of interviews of 6 participants who received the President’s Research Initiative Award (PRIA), artifacts of the organization, and participant observation. The results detail early development of a descriptive typology of positive deviance during organization change, including motivation, feelings of being marginalized and coping strategies. Three patterns—(1) teaching versus research (2) disorder, and (3) personal resilience—and 9 interrelated themes enhance understanding of role adaptations and the meanings and beliefs that these faculty associate with their research environment. The results also indicate organizational factors and personal dimensions in a research subculture that is emerging amidst strong pivotal teaching norms and culture; social costs involved in such a transition, and; some challenges and opportunities for building a research culture and a high performance research environment at UTech. A construct of organizational and individual adaptation to stress was hypothesized, subject to future research. The main conclusions included that research is a peripheral norm; doing teaching and research involved tensions, challenges, incongruence, disequilibria as new identities and the implied research subculture are emerging at UTech; there are anti-research risks to the transition, and; organizational tradeoffs might be required. The findings, although not a template, are of potential usefulness in any organizational setting where organization growth and change are contemplated. Recommendations are made for UTech and future research.

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Kiritsis, Vasilios James. "Managing change in educational organizations : managing and leading higher education in an era of change in Greece : case study, University of Indianapolis, Athens". Thesis, Middlesex University, 2009. http://eprints.mdx.ac.uk/2088/.

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This project attempts to contribute to the field of education, by presenting and analysing change and its management and how change has affected the operations of a foreign University branch. It describes a set of recommendations that will aid the case organization (University of Indianapolis Athens - UIA) and consequently educational organizations / institutions, in listing the various challenges affecting education and their operations in the 21st century. It is argued that identifying these changes / challenges is a requirement towards planning and managing them for any organization. The project goes beyond identification of changes, examining how these affect a specific organization. One of the objectives of this research is to consider the level of resistance and to identify ways to cope with change at educational organizations. In essence, the project deals with identifying the various triggers of change and attempts to examine how educational organizations can successfully cope with changes affecting them. In doing so, it examines a specific educational institution in Greece, UIA, and its state of readiness in coping and implementing change. Despite the importance of the topic, the existing literature contains little empirical evidence in relation to academic institutions such as Universities, Colleges or any form of educational establishment in Greece. Through a qualitative research activity using a sample of UIA staff and academics, it was suggested that there is a need for the University to ensure that it takes into consideration the various challenges affecting the Greek educational industry. The findings suggest that the recognition issue expected in 2007 – 2008 in Greece will transform the educational scene in Greek private education and this change will trigger new changes that will most probably be coping with increased enrolment, increased competition due to the low entry barriers, a more business – like stance towards the education industry and the students and a increased reliance on up to date technology in many of the University’s departments and operations. The findings also suggest that the University will need to plan and manage the changes anticipated through appropriate leadership and adequate communication and participation to avoid conflict and resistance.

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Ibrahim, Hala-Asmina. "Sudan : a nation in turmoil - is eduaction [sic] to blame? ; an analysis of basic schools curriculum /". Saarbrücken, Germany : VDM Verlag Dr. Müller, 2008. http://d-nb.info/98845906X/04.

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

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

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Amiot, Catherine E. "The self in the process of coping with change". Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29074.

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

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Toni, Mademoiselle Noluthando. "Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/876.

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This thesis examined the manifestations of the various forms of racism in a South African institution of higher learning, the Nelson Mandela Metropolitan University (NMMU). The study further attempted to confront racism from the perspective of finding ways in which human relations of a diversified higher education population could be improved. As the issue at hand in this study relates to racism, critical race theory (CRT) was explored in an attempt to understand different perceptions and ways of dealing with racial inequality. CRT recognizes the complexities of racism and the construction of race as a way of justifying political, economic and social inequality (Stovall, 2006:247). This understanding played a role in making sense of perceived racial discrimination which is also connected to gender, age and social class. CRT conceptual tools, such as stories and counter stories featured strongly in the data collection process. Understanding the relationships of power, race and racism, as advocated by CRT, was vital in the process of analyzing data, reporting on the findings, and the proposed recommendations. The empirical data and literature provided insight in the design of a ‘Wheel of Humanity’ which serves as a succinct portrayal of ideas that can work in nurturing acceptable, to better, human relations. The study revealed that Meta-stereotypes influenced the perceptions of racist attitudes, behaviours and practices. As much as overt forms of racism were reported as minimal, subtle and implicit forms still exist, and are aggravated by the ‘culture of power’ that is taken for granted. The success of initiatives designed for the purposes of going beyond race, and adopting a humane approach in instilling the principles of ubuntu, depends on changing attitudes and preconceived ideas.

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Cresdee, Michelle. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change /". Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/30/.

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

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

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Wang, Qinghua. "Higher education reform in post-Mao China : market forces vs. political control /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421623411&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.

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

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

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

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

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

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McClure, Richael Dumas. "Low performing to exemplary : successful change in one elementary school /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Bengtsson, Hans. "Förskolereformen en studie i implementering av svensk välfärdspolitik 1985-1991 /". Lund : Lund University, Dept. of Political Science, 1995. http://catalog.hathitrust.org/api/volumes/oclc/37930265.html.

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Noriega, David Enrique. "Stakeholders' perception of positive change in a state-operated district : the Paterson takeover experience /". Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791998.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Frank Smith. Includes bibliographical references (leaves 385-399).

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Kelly, William. "Decentralization of educational decision-making in the Newfoundland and Labrador education system reform process : illusion or reality /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ36143.pdf.

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Schlebusch, Juliet Claire. "Managing change - how educational leaders manage transformational change within a framework of control and constraints". Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52330.

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

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47

Paisley, Lisa Nicole. "The Role of Conversation in How Educational Services Assistant Superintendents Lead Change". Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749555.

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Purpose: The purpose of this phenomenological research study was to describe the behaviors that exemplary educational services assistant superintendents practice to lead their organizations through conversation as depicted by Groysberg and Slind’s (2012b) 4 elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality.

Methodology: A qualitative, phenomenological approach was used in this study in order to describe the lived experiences and behaviors of exemplary leaders. The target population was educational services assistant superintendents in Southern California. Participants were selected using a purposeful, nonprobability, convenience sampling. Data gathering took the form of semistructured, in-depth interviews, observations, and artifact collection. Interviews were conducted using a protocol designed by the team of collaborative peer researchers in order to gain insight into leaders’ perceptions of their conversational leadership experiences. Triangulation with observational notes and artifacts served to increase the validity of interview data. All data were entered into NVivo software to assist in analyzing patterns and predicting themes for coding.

Findings: Close analysis of interview notes and transcripts, observations, and artifacts resulted in total of 25 themes and 447 frequencies among the 4 elements of conversational leadership. Ten key findings were identified across the areas of intimacy, interactivity, inclusion, and intentionality.

Conclusions: The study supported the 4 elements of conversational leadership proposed by Groysberg and Slind (2012b) and identified specific behaviors that exemplary leaders practice within each. Four conclusions were drawn based on the data and findings. Educational services assistant superintendents who want to become transformational conversational leaders should (a) practice careful listening to create an environment of trust and support intimate communication structures within their organizations, (b) facilitate a variety of collaborative groups using a process for the exchange of ideas to establish dynamically interactive organizations, (c) invite shared leadership opportunities to nurture a climate of inclusivity, and (d) continually focus conversation of the organization’s purpose to ensure collective understanding and clarity of direction.

Recommendations: Further research of private sector leaders and assistant superintendents in regions outside of Southern California should be conducted. In addition, the element of intimacy in the workplace requires more attention in the field of conversational leadership.

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48

Mkala-Pholo, Pumla Patricia. "Perceptions of environmental education among senior Ciskeian educationists, and the implications for educational change in the Ciskei region". Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003575.

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This study was conducted to investigate perceptions of Environmental Education among senior Ciskeian educationists, and to explore the possibility of implementing Environmental Education in school and college curricula in the Ciskei region. Data was collected from interviews with a sample of senior Ciskeian educationists, then analysed and assessed. Corroborating information was obtained from attendance at several regional workshops organised by the Environmental Education Policy Initiative. The data indicated a sound general awareness of environmental problems in Ciskei and a belief in Environmental Education as a means toward their solution. Although the interviewees' understanding of Environmental Education was imperfect, there was broad support for its aims and principles. Since the study was motivated by concern about the implementation of Environmental Education in Ciskei, the results obtained were encouraging.

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49

Williams, Sydney. "New principals as agents of change". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71768.

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Thesis (MEd)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: This thesis focuses on the critical role of the new principal as agent of change. “New principal” in this context is a principal who has been at a specific school for between one and five years. He or she may have been promoted from a post at the same school or have been a principal at another school beforehand. The thesis highlights the tangible changes these principals made during their time at these schools, from raising the morale of educators, to improving academic results of learners, to increasing the level of involvement of parents as well as community members. The literature survey focuses on change in school contexts where urgent and far reaching change is necessary. It shows how complex the process is and the various stages that are involved. The literature underlines that change and resistance are sides of the same coin. It seems that successful change requires that the principal as an agent and initiator of change has a clear set of strategies to handle the inevitable resistance to the process. The literature review also explores the different stages of resistance and the considerations necessary to ensure that the change process leads to a peaceful conclusion that benefits the school as a whole. The main collection instrument used in this qualitative research is a semi-structured interview on the theme of change. The study uses the narratives of four principals, two from secondary schools and two from primary schools from dysfunctional and low-performing schools that emerged, to explore the reasons for their success. Findings show all these ‘new’ principals were at schools affected by socio-economic factors that had a negative effect on the academic results of learners. The attempts these principals made were initially met with resistance, particularly from educators who had been at the school for some time, who did not see any need to make changes at the school. It seems the findings show that the principals in this study always had an appropriate strategy to deal with the situations that arose. This makes them truly transformational leaders, i.e. leaders with the necessary expertise who can enable their followers to perform better than they thought they could and work for the good of the institution rather than their own self-interest. These are the type of leaders that schools need to make our education system as effective as it needs to be. In the interests of making dysfunctional or poorly performing schools a better place of teaching and learning for all learners and educators, further research should build on the work done here. Particular attention should be given to the management style of effective school such as the new principals at these particular schools. This will provide us with better academic “lenses” to observe the necessary passion and commitment with which these changes are made, and the ways in which principals are able to endure and overcome any resistance to change.
AFRIKAANSE OPSOMMING: Hierdie tesis fokus op die kritieke rol van die “nuwe prinsipaal (skoolhoof) as agent van verandering”. “Nuwe prinsipaal” in hierdie konteks bedoel prinsipaal is ''n persoon wat tussen een en vyf jaar by n spesifieke skool was. Hierdie persoon kan in hierdie pos as prinsipaal by hul hiudige skool bevorder geword het, of as prinsipaal by n ander skool in die pos as prinsipaal gewerk het. Hierdie tesis bring na vore die sigbare veranderings wat hierdie prinsipale aangebring het gedurende hul termyn by hierdie skole, van die opheffing van die moreel van onderwysers tot die verbetering van die akademiese uitslae van leerders, tot beter betrokkenheid van ouers en gemeenskaplede by die skool. Die literere navorsing fokus op verandering binne die skool konteks waar dringend en vergaande verandering 'n noodsaaklihheid geword het. Dit bewys die komplekse aard en die verskillende stadiums verbind daarmee. Die literatuur beklemtoon die feit dat verandering en weerstand twee kante van dieselfde muntstuk is (gaan saam). Dit blyk suksevolle veranderings verg van die prinsipaal as agent en inisieerder van verandering, duidelike strategiee om die onafwendbare of onvoorspelbare weerstand te bestuur in die proses. Die literere oorsig ondersoek die verskillende stadiums van weerstand endie nodige vermoens om die proses van verandering te ondersteun, en tot voordeel van die skool as geheul te bevoordeel. Die vernaamste instrument wat in die kwalititiewe navorsing gebruik is, was n semi-struktuere onderhoud gebaseer op die tema van verandering. Hierdie studie gebruik die verhalende aard van die vier prinsipale, twee van sekondere skole, en twee van primere skole, almal van disfunktionele en lae-voerende skole, wat die rede vir hul sukses bepaal het. Bevindings wys dat al die “nuwe prinsipale” by skole was wat beinvloed was deur sosio-ekonomiese faktore wat 'n negatiewe uitwerking gehad het op die akademiese uitslae van leerders. Die pogings van die prinsipale was aanvanglik met weerstand gepaard gegaan, veral van opvoeders wat vir 'n aantal jare by die skool was, en nie die nodigheid vir veranderings gesien het nie. Bevindings in die studie toon dat die prinsipale altyd gereed was met die gepaste strategie om die situasie te hanteer. Die het van hulle ware transformele leiers gemaak, m.a.w. leiers met die nodige vaardighede, wat hulle in staat gestel het om hulle volgelinge bemagtig het om beter te doen as wat hulle gedink het hulle in staat was, en gewerk het tot die voordeel van die skool as instansie en nie tot hulle eie belange as prinsipale nie. In die belange en voordeel om van disfunksionele of swak akademiese skole 'n beter plek van onderrig en opvoeding vir alle leerders en opvoeders te maak, word voorgestel dat verdere navorsing onderneem word. Daar moet veral gefokus word op, die bestuursstyl van geaffekteerde skole soos die nuwe prinsipale van hierdie spesifieke skole. Dit sal ons met beter akademiese lense toerus om die nodige passie en toegewydheid te observeer waarmee hierdie veranderings gemaak was, en die maniere waarmee die prinsipale gevolhard het teen die stryd om weerstand teen te staan in die proses tot verandering.

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50

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

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Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change.

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