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Relevant bibliographies by topics / Educational change Educational consultants

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Academic literature on the topic 'Educational change Educational consultants'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Educational change Educational consultants"

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Briggs, A., K. Logan, and P. Alberto. "Achieving Educational Change through Technical Assistance." Journal of Visual Impairment & Blindness 88, no. 4 (July 1994): 310–16. http://dx.doi.org/10.1177/0145482x9408800407.

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This article reports on a survey of recipients of 51 technical assistance projects in 18 states and territories provided by the Teaching Research Assistance to Children Experiencing Sensory Impairments project. On the basis of the respondents’ assessments of factors that result in the most effective provision of technical assistance by consultants in educational settings, the authors present a systematic approach to the achievement of desired individual, programmatic, and systemwide changes through technical assistance.

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Fokkema, Joanne P. I., Michiel Westerman, Pim W. Teunissen, Nadine van der Lee, Albert J. J. A. Scherpbier, Cees P. M. van der Vleuten, P. Joep Dörr, and Fedde Scheele. "How lead consultants approach educational change in postgraduate medical education." Medical Education 46, no. 4 (March 16, 2012): 390–98. http://dx.doi.org/10.1111/j.1365-2923.2011.04175.x.

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Lachaîne, Claude, and Claire Duchesne. "LE CONSEILLER PÉDAGOGIQUE EN TANT QU’AGENT DE CHANGEMENT : COMPÉTENCES ET LEADERSHIP TRANSFORMATIONNEL." McGill Journal of Education 54, no. 3 (June 4, 2020): 625–45. http://dx.doi.org/10.7202/1069773ar.

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Educational consultants participate in the implementation of Ministry of Education policies and those of their school board in matters of education in order to meet the needs of innovation, communication and collaboration of 21st century learners. Despite their pedagogical knowledge, their propensity for innovation and their interpersonal skills, however, they are unprepared to fulfill their position as an agent of change with their teaching colleagues. This article presents the results of research aimed at understanding the ways in which the transformational leadership of educational consultants is manifested in terms of their role as agents of change. Semi-structured interviews with seven educational consultants and four directors of pedagogical services from four French-language school boards in Ontario revealed links between the skills they mobilize to guide teachers towards a change in practice and the manifestations of transformational leadership as developed by Bass (1998).

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Mishra, Deepak Geetaprasad. "Survey of consultants regarding Emergency Medicine (EM) educational program system change in private hospital setting." Journal of Emergency Medicine, Trauma and Acute Care 2016, no. 2 (October 9, 2016): 61. http://dx.doi.org/10.5339/jemtac.2016.icepq.61.

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Isenberg, Susan. "Merging Education and Business Models to Create and Sustain Transformational Change." International Journal of Adult Vocational Education and Technology 1, no. 4 (October 2010): 31–47. http://dx.doi.org/10.4018/javet.2010100103.

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In 2004, a large Midwest hospital was losing money, patients, employees, and physicians. A business consultant was hired to engage key employees in a process to improve the quality and efficiency of patient care. The improvement was negligible after the first year, so a 3-man consultancy was added in 2005 to engage all employees in an educational process with the same mission. The author was the hospital director of this experimental change project titled Transformation and worked with both the business and education consultants. The opposing models were serendipitously discovered to be parallel and resulted in positive change. The business model was the application of two Six Sigma models, DMAIC (define, measure, analysis, improvement, control) and Ten Step Kaizen. The education model was proprietary but discovered to be a learning process toward self-direction (Taylor, 1986). Interviews were conducted in this grounded theory study to understand the perceived relationship between the 2005 experiment and current realities. Significant improvements were immediate and sustained over time. The hospital is currently making money and attracting patients, employees, and physicians and the emerged theory posits that merging the models creates transformational change, but sustainability requires empowered leaders to manage the process.

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Hodgson, Richard, A. Jamal, and B. Gayathri. "A survey of ward round practice." Psychiatric Bulletin 29, no. 5 (May 2005): 171–73. http://dx.doi.org/10.1192/pb.29.5.171.

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Aims and MethodA postal questionnaire was sent to consultant psychiatrists in the West Midlands to establish their current ward round practice. This questionnaire addressed ward round etiquette, practical issues and educational function. Consultants received only one mailing.ResultsA total of 96 (out of 139) consultants replied (69% response rate). The majority of consultants saw patients on the ward round (97%) and all consultants introduced both themselves and team members to the patient; 72% explained the purpose of the ward round. A median of seven professionals attended the ward round with psychology (6.5%) and pharmacy services (0%) being underrepresented. When consultants added comments, the recurrent themes were that ward rounds were an effective use of professional time but were often daunting for patients.Clinical ImplicationsOur results indicate some uniformity in the conduct of ward rounds. The lack of representation at ward rounds for certain professional groups may adversely affect the range of opinions and therapies for patients. Changes could be made to incorporate the views of users, which would make ward rounds more productive for users and professionals.

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Fitria, Happy, and Suminah Suminah. "Role of Teachers in Digital Instructional Era." Journal of Social Work and Science Education 1, no. 1 (July 27, 2020): 70–77. http://dx.doi.org/10.52690/jswse.v1i1.11.

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The birth of a digital knowledge-based community brought major changes in everything. The role of teachers in learning in the digital age requires the expertise of teachers to implement appropriate solutions to various problems and adapt to changing environments. This change requires a new orientation in education that emphasizes creativity, initiative, innovation, communication and cooperation. In the digital age, teachers are needed to be able to keep up with the times, can play various roles as change bearers, learning consultants; who have a high sense of humanity and morals, and social sensitivity, and are rational and honest-minded, so that they are able to work well in a dynamic educational environment. This article discusses the role of teachers in the digital age in learning that is thought to influence vision, responsibility, social sensitivity, logical ability and teacher honesty. All of this boils down to the role of teachers in the digital age as agents of change and learning consultants. The teacher becomes a bridge of revolution by making himself as motivator which moves students to accessible learning resources.

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Edwards, Annette, Viv Barros D'Sa, and Fiona Hicks. "Rethinking priorities: experience of an educational initiative to change attitudes, behaviours and clinical practice in end-of-life care." BMJ Supportive & Palliative Care 9, no. 1 (May 8, 2017): 54–59. http://dx.doi.org/10.1136/bmjspcare-2017-001308.

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To implement the National End of Life Care strategy and enable more people to express and achieve their preferences about care at the end of life, senior clinicians outside palliative medicine need to make it a routine part of their practice. However, it is acknowledged that recognising that people are entering the last phase of their illness is not always straightforward, and having conversations about aims of treatment and planning for future care may not be easy. In order to begin to address these challenges, funding was sought from the Yorkshire and the Humber Strategic Health Authority (SHA), and subsequently Health Education England, Yorkshire and the Humber (HEEYH), to pilot a development programme in 2 acute trusts. 2 palliative medicine consultants shared the trainer role at each site, supporting hospital consultants from a range of specialties, with a GP to give a community perspective. The programme involved individual clinicians identifying their own learning needs and specific issues for end-of-life care in their patients. The group met together monthly in action learning sets to discuss issues in a safe yet challenging environment. Following evaluation using a combination of training needs analyses, feedback questionnaires, audits and service evaluations, it was modified slightly and repiloted in 2 further trusts as ‘Rethinking Priorities’. This paper describes the programme and its outcomes, especially in relation to participants' learning, service development and leadership. It also highlights the challenges, including different learning styles, the concept of action learning, obtaining funding and dedicated time, and how to evaluate the effectiveness of a programme. Overall, it suggests that an educational initiative based on clinicians identifying their own learning needs, and using an action learning approach to explore issues with other colleagues, with the addition of some targeted sessions, can result in positive change in knowledge, behaviour and clinical practice.

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Nastasi, Bonnie. "COMMENTARY: School Consultants as Change Agents in Achieving Equity for Families in Public Schools." Journal of Educational and Psychological Consultation 16, no. 1 (June 1, 2005): 113–25. http://dx.doi.org/10.1207/s1532768xjepc161&2_7.

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Tveit, Sverre, and Christian Lundahl. "New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform." European Educational Research Journal 17, no. 5 (September 20, 2017): 631–55. http://dx.doi.org/10.1177/1474904117728846.

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Identifying three modes of policy legitimation in education, illustrated by shifts in Swedish educational assessment and grading policies over the past decades, the paper demonstrates significant trends with regard to national governments’ policymaking and borrowing. We observe a shift away from collaboracy – defined as policy legitimation located in partnerships and networks of stakeholders, researchers and other experts – towards more use of supranational agencies (called agency), such as the Organisation for Economic Co-operation and Development, the European Union and associated networks, as well as the use of individual consultants and private enterprises (called consultancy) to legitimate policy change. Given their political and high-stakes character for stakeholders, assessment and grading policies are suitable areas for investigating strategies and trends for policy legitimation in education. The European Union-affiliated Eurydice network synthesises policy descriptions for the European countries in an online database that is widely used by policymakers. Analysing Eurydice data for assessment and grading policies, the paper discusses functional equivalence of grading policies and validity problems related to the comparison of such policy information. Illuminating the roles of the Swedish Government and a consultant in reviewing and recommending grading policies, the paper discusses new ‘fast policy’ modes of policy legitimation in which comparative data is used to effectuate assessment reform.

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Dissertations / Theses on the topic "Educational change Educational consultants"

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Marzolf, Elizabeth Ann. "Contours and consequences of school-change coaching within a whole-school reform context /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7612.

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Vosoughi, Mona. "Organizational Development Consulting: A Study of Expert Consultants' Key Strategies." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/550.

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The present study was conducted to capture the collective voice of expert organizational development consultants. Until now, very few studies have been conducted that take into account the collective voices of organizational development consultants. More specifically, the purpose of the present study is to explore and gain a deeper understanding of the approaches expert organizational development consultants use throughout their engagement with their clients in an attempt to add value to and enhance organizational capacity. To understand the process used by this distinct group of leaders, phenomenological qualitative inquiry was the methodology used to conduct this study. Data were collected through in-depth, face-to-face interviews with seven practicing expert consultants in the Jacksonville, Florida area. Seven themes emerged through careful analysis of the data, supported with relevant concepts from the professional literature. The study has meaningful implications for the study of organization development consulting. It concludes with recommendations for consultants and researchers in the field of organizational development and change.

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Lester, Larry G. "Parental satisfaction with phycho-educational consultation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=705.

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

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Lewis, Kristina Johnson Klass Patricia Harrington. "The role of technology specialists in rural unit districts in Illinois an assessment of the perceptions of superintendents and technology coordinators /." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196652.

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Thesis (Ph. D.)--Illinois State University, 2005.
Title from title page screen, viewed September 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Paul Baker, Glenn Schlichting, Meredith Peterson. Includes bibliographical references (leaves 99-104) and abstract. Also available in print.

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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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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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Waters, Richard. "Equalising the pressures : principals, consultants and ethical dilemmas /." [St. Lucia, Qld], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18190.pdf.

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Books on the topic "Educational change Educational consultants"

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Saxl, Ellen Rogers. Assisting change in education: A training program for school improvement facilitators : trainer's manual. New York City: Center for Policy Research, 1989.

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Rodwell, Susie. Managing educational change. London: University of London Institute of Education, 1986.

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Rodwell, Susie. Managing educational change. London: University of London Institute of Education, 1986.

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Hargreaves, Andy, ed. Extending Educational Change. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-4453-4.

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Open University. E629 Course Team. Managing educational change. Milton Keynes: Open University Press, 1992.

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Hung, David, Shu-Shing Lee, Yancy Toh, Azilawati Jamaludin, and Longkai Wu, eds. Innovations in Educational Change. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6330-6.

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Brown, Robert S. Student support services in the schools: Actual and preferred time use of psychoeducational consultants and social workers. [Toronto, Ont.]: Research Services, Toronto Board of Education, 1991.

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La professionnalisation des conseillers principaux d'éducation: Exercer l'intelligence du coeur... Paris: l'Harmattan, 1998.

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Mkandawire, P. Thandika. Notes on consultancy and research in Africa. Copenhagen, Denmark: Centre for Development Research, 1998.

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James, Popham W. Educational evaluation. 3rd ed. Boston: Allyn and Bacon, 1993.

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Book chapters on the topic "Educational change Educational consultants"

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Educational Consultants and Specialists." In Careers in Child and Adolescent Development, 57–64. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-6.

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Beabout, Brian R. "Principles of Leading Change." In Educational Futures, 151–72. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_10.

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Chapman, Christopher. "Aiming for systemic change." In Educational Equity, 20–37. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-2.

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Lo, Leslie N. K., and Fang Wang. "Navigating Educational Change." In Navigating Educational Change in China, 93–116. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63615-3_5.

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Waghid, Yusef, Faiq Waghid, and Zayd Waghid. "Educational Technology and the Enactment of Democratic Change." In Educational Futures, 15–34. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-546-3_2.

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Kwok, Ka-ho. "Social Change and Educational Change." In When Education Meets Politics in Taiwan, 5–19. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-152-0_2.

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Lee, W. O. "Educational Background." In Social Change and Educational Problems in Japan, Singapore and Hong Kong, 56–68. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1057/9780230379060_4.

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Sleegers, Peter, Femke Geijsel, and Rudolf Van den Berg. "Conditions Fostering Educational Change." In Second International Handbook of Educational Leadership and Administration, 75–102. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0375-9_4.

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Sahlberg, Pasi. "Educational Change in Finland." In Second International Handbook of Educational Change, 323–48. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_19.

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Shakeshaft, Charol. "Gender and Educational Change." In Second International Handbook of Educational Change, 969–83. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_54.

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Conference papers on the topic "Educational change Educational consultants"

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Imai, Shotaro, Michiyo Shimamura, and Kazuhiko Terasawa. "Measurement of Educational Effect Based on Behavioral Change in a Trans-Graduate Educational Program." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00085.

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Burgess, David, Paul Newton, and Augusto Riveros. "EDUCATIONAL ADMINISTRATION, LEADERSHIP, AND ZOMBIES: THE ZOMBIE APOCALYPSE AS A WINDOW INTO EDUCATIONAL CHANGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0558.

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Gordon, Robert. "HTA educational outreach program and change the equation participation." In SPIE Defense, Security, and Sensing, edited by Michael T. Postek, Dale E. Newbury, S. Frank Platek, and Tim K. Maugel. SPIE, 2013. http://dx.doi.org/10.1117/12.2018284.

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Frevert, Tonya, Audrey Rorrer, Daniel J. Davis, Celine Latulipe, Mary Lou Maher, Bojan Cukic, Lawrence Mays, and Steven Rogelberg. "Sustainable Educational Innovation Through Engaged Pedagogy and Organizational Change." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658491.

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Stolk, Jonathan D., and Tess Edmonds. "Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658653.

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Yokoyama, Mai, and Kazuhisa Miwa. "AN EXPERIMENTAL STUDY OF AN EDUCATIONAL INTERVENTION TO CHANGE GOAL ORIENTATION." In 6th International Conference on Educational Technologies 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/icedutech2019_201902l004.

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Samms, G. "OMED: Educational Services-raising expectations and performance." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635882.

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Zafar, Ameena. "Globalization Versus Ethnicity: The Basis Of Language Identity And Change." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.16.

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Mylonas, Georgios, D. Amaxilatis, H. Leligou, T. Zahariadis, E. Zacharioudakis, J. Hofstaetter, A. Friedl, F. Paganelli, G. Cuffaro, and Jimm Lerch. "Addressing behavioral change towards energy efficiency in European educational buildings." In 2017 Global Internet of Things Summit (GIoTS). IEEE, 2017. http://dx.doi.org/10.1109/giots.2017.8016258.

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Mirfani, Aceng Muhtaram. "The Alternative Model of Controlling Change in Educational Policy Implementation." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.17.

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Reports on the topic "Educational change Educational consultants"

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.

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Cascio, Elizabeth, and Ayushi Narayan. Who Needs a Fracking Education? The Educational Response to Low-Skill Biased Technological Change. Cambridge, MA: National Bureau of Economic Research, July 2015. http://dx.doi.org/10.3386/w21359.

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Blackford, Johanna. Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action. Portland State University Library, February 2020. http://dx.doi.org/10.15760/etd.7293.

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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6269.

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Carlson, Lisa. Marriage in the U.S.: Twenty-five Years of Change, 1995-2020. National Center for Family and Marriage Research, December 2020. http://dx.doi.org/10.25035/ncfmr/fp-20-29.

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The marriage rate in the U.S. has fallen over the last 25 years, while the rate of premarital cohabitation has increased (Cherlin 2020; FP-17-05). In 1995, the marriage rate was about 45 per 1,000 women, falling to about 31 per 1,000 women by 2020 (FP-20-21). Using data from the 1995 and 2020 Current Population Survey, this family profile investigates 25 years of change in marriage among women aged 18-49. Updating FP-15-17, the profile also examines variation in the share of women ever married by age, race/ethnicity, and educational attainment.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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