Journal of Educational Change
Papers 543
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#1Emily M. Hodge (MSU: Montclair State University)H-Index: 3
#2Serena J. Salloum (BSU: Ball State University)H-Index: 4
Last.Susanna L. Benko (BSU: Ball State University)H-Index: 3
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This manuscript explores how the changing policy context of common standards may have influenced the provision of curriculum materials in the United States. Many educational reforms do little to change the nature of classroom instruction, and prior research has argued that this constancy is, at least in part, due to the common use of instructional materials from a small set of large publishing companies (Rowan in J Educ Change 3(3–4):283–314, 2002). However, common standards have been in place i...
#1Marie Lockton (UCSD: University of California, San Diego)H-Index: 1
#2Sharon Fargason (UCSD: University of California, San Diego)
Teacher education programs and school reform efforts are two mechanisms by which research-based reform messages reach thousands of teachers. Prior research has noted, however, that these messages are often in conflict with longstanding beliefs and norms at school sites. This paper examines teacher agency in the context of school of structure and culture to investigate how both new and experienced teachers grapple with these conflicting messages. Qualitative data reveal that, although the structu...
#1Javier Corredor (National University of Colombia)H-Index: 5
#2Fredy Olarte (National University of Colombia)
This study explores the relationship between factors related to the implementation of school reform in technology and variables related to students’ acceptance of technology, in particular, of tablets. In order to do this, 2659 students in 208 schools were surveyed using an instrument developed according to the unified theory of acceptance and use of technology. Additionally, the school reform process was assessed using the UNESCO matrix of school reform in technology. From this data, a multilev...
As instructional reforms are shifting focus from reading and math achievement towards social–emotional learning and challenging coursework that prepares students for college, careers, and citizenship, this study addresses how leaders in two school districts actively served as mid-level implementers of global education, an instructional reform that extends teaching and learning beyond traditionally tested subject areas. This qualitative comparative case study of global education implementation in...
#1Astrid Tolo (University of Bergen)H-Index: 3
#2Sølvi Lillejord (University of Bergen)H-Index: 4
Last.Therese N. Hopfenbeck (University of Oxford)H-Index: 9
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In response to accountability systems dominated by external inspections and achievement data, calls are being made for intelligent accountability or a new accountability paradigm that focuses on meaningful learning, enabled by professionally skilled and committed educators within the system. In such systems, the actors are encouraged to strive for continuous development in learning organisations based on teamwork, distributed leadership, and professional learning communities. School leaders are ...
#1Parker M. Andreoli (Clemson University)
#2Hans W. Klar (Clemson University)H-Index: 6
Last.Frederick C. BuskeyH-Index: 3
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The purpose of this paper is to present findings from a study of a 3-year leadership development initiative designed to enhance the leadership capacities of 10 school leaders from a consortium of rural, high-poverty school districts. The initiative provided cross-district, job-embedded, and personalized leadership development through leadership coaching in a professional community. The findings highlight what the leaders learned about involving and interacting differently with others for shared ...
There is now an impetus for schools to be more effective for more students, meaning that being able to measure impact effectively is vital. Simultaneously, if innovations are found to be impactful, it is reasonable they should be scaled-up to enable other schools to benefit. It is appropriate, therefore, that in networked and self-improving school systems, we should be attempting to link together approaches for measuring the impact of innovations with the means to enable their wider use. The aim...
#1Amanda Datnow (UCSD: University of California, San Diego)H-Index: 20
#2Marie Lockton (UCSD: University of California, San Diego)H-Index: 1
Last.Hayley Weddle (UCSD: University of California, San Diego)
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Accountability has been a major feature of educational policy making across the globe, including in the US where there is a persistent focus on student achievement results. This paper examines how accountability influences organizational routines in US schools, paying particular attention to meeting routines. We draw upon in-depth qualitative data gathered in four urban middle schools in which approximately 40 math teachers were engaged in collaboration and data use in order to improve instructi...
Because misbehavior in schools is often instigated by a confluence of organizational features, the purpose of this research was to understand what Youth Court reveals about the causes of in-school conflicts and to what extent its processes help to address them. This multi-site qualitative case study collected data in the form of observations, documents, semi-structured and focus group interviews in order to explore Youth Court processes and outcomes. Double-loop learning was used to describe the...
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Education reform