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Journal articles on the topic 'Change in schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

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

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Abstract: Schools that are able to survive in the future are schools that embraced change. Not only embracing but managing it cleverly. Schools must be changed because the world around them changes too. When a school plans a change, it must be started from the planning of the change itself, which is determining what must be made, who changes it, when it is changed, why it is changed, and how it is changed. After everything was clear, then the school entered the movement stage. In the process of movement, schools must break through comfort zones, sell the change, strengthen individual capacity,

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2

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

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3

Entwisle, Doris R. "Adolescents Change Schools." Contemporary Psychology: A Journal of Reviews 33, no. 7 (1988): 585–86. http://dx.doi.org/10.1037/030462.

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4

Cohen, Marvin T. "Changing Schools from Within." Journal of School Leadership 3, no. 3 (1993): 269–87. http://dx.doi.org/10.1177/105268469300300305.

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This article will focus on a collaboration between two urban intermediate schools and the Graduate School of Bank Street College of Education. The collaboration took place over a four year period and focused on bringing about changes that would enable the schools to better serve their student bodies. The plans and processes varied in each school based on the needs as perceived by those involved. In order to reform schools and support systemic change, there must be a change in teacher beliefs and attitudes about teaching and learning. Our work suggests that there are bureaucratic and cultural s

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5

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

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Few studies examine how school and neighbourhood composition in the US correspond over time, particularly in a context of neighbourhood change. As neighbourhoods diversify along racial and economic lines, do public schools also diversify or grow increasingly dissimilar from their surrounding areas? Drawing on novel data linking neighbourhoods and schools in the US in 2000 and 2010, I document: how racial composition corresponds over time between traditional public schools and the neighbourhoods they serve; how the compositional gap changes when greater school choice is available; and how the c

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BARKER, BERNARD. "Can Schools Change Society?'." FORUM 53, no. 1 (2011): 163. http://dx.doi.org/10.2304/forum.2011.53.1.163.

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7

McCormack-Larkin, Maureen. "Change in Urban Schools." Journal of Negro Education 54, no. 3 (1985): 409. http://dx.doi.org/10.2307/2295073.

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8

Helvaci, Mehmet Akif. "Schools’ Readiness towards Change." Anthropologist 19, no. 3 (2015): 723–35. http://dx.doi.org/10.1080/09720073.2015.11891708.

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9

Holst, Jesper. "Supporting Change in Schools." British Journal of Special Education 24, no. 2 (1997): 76–79. http://dx.doi.org/10.1111/1467-8527.00019.

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10

Jorgensen, Margaret. "Managing change in schools." Evaluation Practice 15, no. 1 (1994): 103–6. http://dx.doi.org/10.1016/0886-1633(94)90069-8.

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Brown, Martha A. "We Cannot Return to “Normal”: A Post-COVID Call for a Systems Approach to Implementing Restorative Justice in Education (RJE)." Laws 10, no. 3 (2021): 68. http://dx.doi.org/10.3390/laws10030068.

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Given the collective trauma caused by COVID-19 global pandemic, it is more important than ever that schools look for ways to create safe, trauma-sensitive, and restorative learning environments. This article presents implementation science, readiness assessments, and ongoing evaluation as central and integral to all efforts that seek to transform punitive schools into restorative schools. The author first presents five elements of a school’s relational ecology as a framework for comparing a punitive school to a restorative school: structure, leadership, staff, students, and response to behavio

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12

Bond, Lyndal, Sara Glover, C. Godfrey, Helen Butler, and George C. Patton. "Building Capacity for System-Level Change in Schools: Lessons from the Gatehouse Project." Health Education & Behavior 28, no. 3 (2001): 368–83. http://dx.doi.org/10.1177/109019810102800310.

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The Gatehouse Project is an innovative, comprehensive approach to mental health promotion in secondary schools. It sets out to promote student engagement and school connectedness as the way to improve emotional well-being and learning outcomes. The key elements of the whole-school intervention are the establishment and support of a school-based adolescent health team; the identification of risk and protective factors in each school’s social and leaning environment from student surveys; and, through the use of these data, the identification and implementation of effective strategies to address

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13

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

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PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of te

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14

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

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

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15

Flowers, Rick, and Andrew Chodkiewicz. "Local Communities and Schools Tackling Sustainability and Climate Change." Australian Journal of Environmental Education 25 (2009): 71–81. http://dx.doi.org/10.1017/s0814062600000410.

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AbstractLocal communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of more effective community and school relationships. We are interested in the possibilities of enabling more authentic and transformative learning experiences in community and school relationships, by developing a more analytical approach to commun

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

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17

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

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18

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

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This paper examines the understanding of the educational leadership process and the exploration of systematic preparation of private school principal in order to cope with future school change. Leading through change in education is a must in 21st century. Various contexts determine the change in leadership process. In schools, principal needs to be prepared in order cope with contextual changes. Changes in school can be seen various contexts such as cultural, technological, policy level, outbound competitions so on and so forth. School principal are the most important catalyst in the construc

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19

Ogawa, Rodney T. "Change of mind." Journal of Educational Administration 53, no. 6 (2015): 794–804. http://dx.doi.org/10.1108/jea-06-2014-0064.

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Purpose – The purpose of this paper is for the author to recount how his use of organizational theory to understand educational reform in the USA led to a change of mind. Design/methodology/approach – My shift resulted from my conclusion, derived from the new institutionalism, that only marginal changes can be made in schools and, thus, fundamental change requires the design and construction of new systems. Findings – I moved from applying organization theory to find ways in which schools could improve academic outcomes for students, generally, and students from underserved communities, specif

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20

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

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In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling ( n = 4) and in schools that were sinking ( n = 5). Findings show that all participants converged on actions to promote changes in: staffing, re

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21

Anderson, Michelle, and Simone White. "Resourcing Change in Small Schools." Australian Journal of Education 55, no. 1 (2011): 50–61. http://dx.doi.org/10.1177/000494411105500106.

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22

Bland, Carole J., Sandra Starnaman, Lisa Wersal, Lenn Moorhead-Rosenberg, Susan Zonia, and Rebecca Henry. "Curricular Change in Medical Schools." Academic Medicine 75, no. 6 (2000): 575–94. http://dx.doi.org/10.1097/00001888-200006000-00006.

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23

Hiebert, James. "Can Schools Change This Much?" Contemporary Psychology: A Journal of Reviews 31, no. 8 (1986): 612–13. http://dx.doi.org/10.1037/024974.

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24

Miller, Nick. "Insider change leadership in schools." International Journal of Leadership in Education 5, no. 4 (2002): 343–60. http://dx.doi.org/10.1080/13603120210141951.

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25

Tewel, Kenneth J. "Promoting Change in Secondary Schools." NASSP Bulletin 75, no. 537 (1991): 10–17. http://dx.doi.org/10.1177/019263659107553703.

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26

Wittern, Jörn. "Media Change How Schools Instruct." European Education 33, no. 4 (2001): 10–16. http://dx.doi.org/10.2753/eue1056-4934330410.

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27

Sahlberg, Pasi. "Will the pandemic change schools?" Journal of Professional Capital and Community 5, no. 3/4 (2020): 359–65. http://dx.doi.org/10.1108/jpcc-05-2020-0026.

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PurposeThis essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools.Design/methodology/approachIn this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions.FindingsThis essay makes three claims: Despite high h

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28

Chester, Mark A. "Implementing Racial Change in Schools." Review of Education 11, no. 3 (1985): 161–65. http://dx.doi.org/10.1080/0098559850110302.

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29

Brouillette, Liane, and John L. Rury. "Have Schools Influenced Social Change?" American Journal of Psychology 116, no. 3 (2003): 502. http://dx.doi.org/10.2307/1423509.

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30

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

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Leadership is considered as one of the most important factors in school success. Leaders from the successfully transformed schools demonstrate multiple leadership behaviours that vary according to situations. This qualitative study explored important orientations of leadership behaviours in two selected transformed schools in Malaysia. Data were collected through interviews, observations and document review. 28 participants (14 from each schools) including school leaders, administrators and teachers were selected through purposive sampling for interviews. The data collected were consolidated,

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31

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

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The main objective of this study is to discuss the perspectives of school change. This study is a theoretical analysis and based on document review. The concept of educational change is described as school improvement. It is one of the ways to address the changing social needs through the technological, political, and cultural change of the school. School improvement or change is to change the school system as a whole for the attainment of better results, but questions arise about how to change, who is to change, and what to change and answers are varied and complicated. The concept of educati

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Durana, Pavol, and Darina Chlebikova. "THE IMPACT OF GLOBALIZATION FOR NEED OF SOCIAL PEDAGOGUES IN SCHOOLS." CBU International Conference Proceedings 5 (September 23, 2017): 587–92. http://dx.doi.org/10.12955/cbup.v5.990.

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The aim of this paper is to highlight the changes that have occurred in society due to globalization. There has been a change in the social environment, economic security of family and social security of pupils. The result is the change of behavior and socialization in school, leading to undesirable practices in primary schools, such as bullying, truancy, drugs, rebellion, violence, emotional abuse and so forth. Social pedagogues are the experts in schools that can help in these areas and can help to harmonize the school environment. The questionnaire survey made in 18 primary schools in Ĺ˝ili

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Harisah, Akramun Nisa. "Pesantren Sebagai Lembaga Dakwah Perubahan Sosial Budaya." Al-Riwayah : Jurnal Kependidikan 12, no. 1 (2020): 1–22. http://dx.doi.org/10.47945/al-riwayah.v12i1.268.

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As educational and dakwah agencies, Islamic Boarding Schools have played an important social role, which acts as a social change and culture change. Islamic Boarding schools are institutions that can change not only the structures of ideas and thoughts in society but also the various cultures that exist in the society. The main topic of this research is the existence of Islamic boarding school as propaganda agencies conduct socio-cultural changes in society. Descriptive approach is used to describe the characteristics of the boarding school, the purpose and function as institutions of educatio

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

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Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as we

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Gardner, Belinda, and Debbie Ollis. "“Change in schools it’s more like sort of turning an oil tanker”." Health Education 115, no. 3/4 (2015): 377–91. http://dx.doi.org/10.1108/he-03-2014-0037.

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Purpose – The purpose of this paper is to add to the evidence of best practice in the implementation of the Health Promoting Schools (HPS) framework by examining the process of creating readiness for change in a large international school in South-East Asia. Using a settings-based approach and guided by readiness for change theory the data collected reflects which factors were most influential in the decision of the leadership team (LT) to adopt a comprehensive HPS model. It follows the process of creating readiness in the early stages of adopting a HPS approach and captures the critical facto

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Sciscione, Patricia, and Cheryl A. Krause-Parello. "No-Nit Policies in Schools: Time for Change." Journal of School Nursing 23, no. 1 (2007): 13–20. http://dx.doi.org/10.1177/10598405070230010301.

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No-nit policies that exist in many schools throughout the United States were established years ago based on fear and misinformation, rather than scientific evidence. Children who are found to have live lice are no more infectious on the day of diagnosis than they had been prior to the discovery. Transmission of head lice requires close personal contact, which is not common in the school setting. To date, no scientific literature exists to support the exclusion of children from school due to head lice infestation. Therefore, there is a need to develop updated school policies using research-base

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Fadhli, Muhammad. "MENATA ULANG LEMBAGA PENDIDIKAN ISLAM SEBAGAI UPAYA MENINGKATKAN MUTU." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, no. 1 (2018): 114. http://dx.doi.org/10.30821/ansiru.v2i1.1635.

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Islamic Education as a form of teaching and learning based on the principles and values of Islam. Education in Islam is a means towards the improvement of morals. In other words, education in Islam is a function to achieve the sublime morals, while educational institutions are aspects of material to perform these functions. Rearrangement or school improvement is a systematic effort, sustained intended to change the learning process and other related internal conditions in schools, with the goal of achieving educational goals more effectively. Structuring educational institutions as an approach

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38

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

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

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Yoshiko, Furuya. "A Study of Strategic Change Based on Coevolution." Journal of Management and Strategy 12, no. 1 (2021): 46. http://dx.doi.org/10.5430/jms.v12n1p46.

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This paper analyzed the process of strategic change from the direction of the coevolution trait and learning ability by adopting a model of roller. Strategy change theories are sorted into two schools, namely the exogene school and the endogeny school. We wish to mix these two schools together to make use of the coevolution theory. Base on that, a model of roller to explain the process of the coevolution of the strategic change is then developed. In our opinion, the successful strategic change comes from the resultant force within-firm and without-firm.

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Navickaitė, Jolanta. "THE EXPRESSION OF A PRINCIPAL’S TRANSFORMATIONAL LEADERSHIP DURING THE ORGANIZATIONAL CHANGE PROCESS: A CASE STUDY OF LITHUANIAN GENERAL EDUCATION SCHOOLS." Problems of Education in the 21st Century 51, no. 1 (2013): 70–82. http://dx.doi.org/10.33225/pec/13.51.70.

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Transformational leadership is essential for school principals who desire to achieve school success and effectiveness, especially when determining a school’s direction, creating a cohesive school community for collective activities, building relationships among all members of the school community, etc. The purpose of the research was to investigate a school principal’s transformational leadership while implementing organizational changes in a school. A semi-structured interview with principals of eight general education schools in Lithuania was used to collect data. Categories and subcategorie

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Riaz, Ismat. "Schools for change: a perspective on school improvement in Pakistan." Improving Schools 11, no. 2 (2008): 143–56. http://dx.doi.org/10.1177/1365480208091106.

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42

Lee, Kar‐Tin. "Online learning in primary schools: designing for school culture change." Educational Media International 43, no. 2 (2006): 91–106. http://dx.doi.org/10.1080/09523980500237807.

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Ruyam, Kucuksuleymanoglu, and Terzioglu Cem. "Secondary school teachers perceptions on their schools openness to change." Educational Research and Reviews 12, no. 15 (2017): 732–43. http://dx.doi.org/10.5897/err2017.3307.

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Heck, Ronald H., and Jana Chang. "Examining the Timing of Educational Changes Among Elementary Schools After the Implementation of NCLB." Educational Administration Quarterly 53, no. 4 (2017): 649–94. http://dx.doi.org/10.1177/0013161x17711480.

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Purpose: This article examines the timing of changes of key educational process indicators within three groups of elementary schools after No Child Left Behind (NCLB) implementation: schools that met adequate yearly progress targets consistently, schools that entered restructuring due to prolonged academic failure but failed to exit, and schools that entered restructuring status but managed to improve sufficiently to return to good standing. We examine whether the timing of restructuring disrupted routine educational processes in failing schools and whether resulting changes in those processes

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Malik, Saima, Muhammad Zaheer Asghar, Laila Khalid, and Hafeez Ullah. "Role of Leadership in Managing Change at Secondary Schools of Punjab." Indian Journal of Science and Technology 12, no. 39 (2019): 1–7. http://dx.doi.org/10.17485/ijst/2019/v12i39/147491.

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Qian, Ling, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell. "Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China." Public Health Nutrition 22, no. 5 (2019): 903–11. http://dx.doi.org/10.1017/s1368980018003713.

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AbstractObjectiveAs part of a national initiative to reduce child obesity, a comprehensive school-based nutrition education intervention to change eating behaviours among grade 4 primary-school students was developed, implemented and evaluated.DesignThe intervention was developed by school staff, with technical assistance from outside health education specialists. The programme included school facility upgrades, school teacher/staff training, curriculum changes and activities for parents. Student scores on nine key eating behaviours were assessed prior to and after the programme. The quality o

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47

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

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PurposePrincipals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process.Design/methodology/approachThe study was based on a case s

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Grooms, Ain A. "Straddling the Boundaries of the Zone of Tolerance: One District’s Response to Rapid Demographic Change." Education and Urban Society 51, no. 7 (2017): 946–69. http://dx.doi.org/10.1177/0013124517747364.

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Sewall County, located in metropolitan Atlanta, and its public school system experienced significant demographic change between 2000 and 2010. The population doubled, reaching more than 200,000 residents, and its percentage of White residents fell by 25% to just more than 55%. Its public school system is now considered majority–minority. Using the zone of tolerance framework, which argues that there are boundaries within which community members will allow policies to be changed, this study will examine how school and district leaders in Sewall County, Georgia, responded to the racial and socio

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49

HARRIS, ALMA. "Leading Innovation and Change: knowledge creation by schools for schools." European Journal of Education 43, no. 2 (2008): 219–28. http://dx.doi.org/10.1111/j.1465-3435.2008.00343.x.

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50

Maughan, Barbara, Andrew Pickles, Michael Rutter, and Janet Ouston. "Can Schools Change? I. Outcomes at Six London Secondary Schools." School Effectiveness and School Improvement 1, no. 3 (1990): 188–210. http://dx.doi.org/10.1080/0924345900010303.

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