Dissertations / Theses: 'Educational change Educational consultants'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.
published_or_final_version
Education
Doctoral
Doctor of Education

APA, Harvard, Vancouver, ISO, and other styles

9

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

15

Agee, Leigh Ann. "Occupational therapists as consultants in Florida schools : a survey." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1139.

Full text

Abstract:

Little research has been done on how well prepared occupational therapists feel to perform the role of consultant. This study investigated the perceptions of occupational therapists acting as consultants in Florida schools, how much education/training they have received and how they perceive their consultation skills. Participants in the study were sent a questionnaire and measures of central tendency were calculated on each item. Crosstabulations using Fisher's exact test were completed to investigate any relationship between type of consultation model used and relationships with educators. A one way ANOVA was conducted to investigate any relationship between self-perceived consultant skills and age, amount of experience, and training. The results indicate that occupational therapists providing consultative services rate their abilities as more than adequate and believe formal training in consultation is only mildly important. No significant relationships were found between training and skills or model used and relationships with educators.

APA, Harvard, Vancouver, ISO, and other styles

16

Lemisko, Lynn Speer. "Ideas and educational change, the thought and action of Alberta educational leaders, 1905-1955." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31046.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Oosthuizen, Henning. "A comparative study on the educational debate in central Europe, with specific reference to Hungary, Poland and Czechoslovakia 1989-1991." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17502.

Full text

Abstract:

Bibliography: p. 191-205.
This dissertation seeks to determine how the socio-economic and political changes, following the 1989 revolutions in Central Europe, have found reflection and led to the emergence of interest groups in the education debate. It looks at the reforms initiated by the new ruling .power-elite in Poland, Hungary and Czechoslovakia. This reform process, embodying the value system of the new governments, has led, the dissertation seeks to show, directly to new and vibrant interest groups on the educational landscape. This study identifies the seven prominent interest groups - seeking to satisfy their own interests - which engage the government in the education policy making arena. This policy making arena, which I refer to as the "arena of power", is analysed through focussing on the relationship of power between the seven interest groups and the state. The Halasz (1986: 123) classification of interest groups in communist Hungary in 1986, forms the point of departure for my examination of post-1989 interest groups. Each chapter highlights the circumstances that influenced the development of interest groups and the extent of their participation in reforms. The dissertation concludes with a reclassification of post-1989 interest groups in Central Europe, in order to facilitate a better understanding of the dynamics of interest groups in the "arena of power".

APA, Harvard, Vancouver, ISO, and other styles

18

Vázquez, María Inés. "Self-management of change processes in educational centers." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117260.

Full text

Abstract:

This paper addresses the self-management processes of change, referring to a series of processes that take place in education centers undergoing change. The perspective from which the approach is proposed is educational management. The evidences integrated into the document are the result of a study conducted in Uruguay, which involved seven primary, secondary, and technical schools. The approach used has been the study of multiple cases with the intention of analyzing the phenomenon in specific contexts, integrating the possibility of studying it from a global perspective. The overall objective was to achieve greater understanding of the self-evaluation and change processes in schools. Within the specific objectives we highlight: to identify the possible links between self-assessment and decision making
Este trabajo aborda los procesos de autogestión del cambio, haciendo alusión a una serie de procesos que se desarrollan en centros educativos en fase de cambio. La perspectiva desde la cual se propone su abordaje es la gestión educativa. Las evidencias integradas al documento, son el resultado de un estudio desarrollado en Uruguay, que involucró a siete centros de educación primaria, media y técnica. El abordaje utilizado ha sido el estudio de casos múltiples con la intención de analizar el fenómeno en contextos específicos, integrando la posibilidad de estudiarlo desde una perspectiva global. El objetivo general fue lograr mayor comprensión sobre los procesos de autoevaluación y cambio en centros educativos. Entre los objetivos específicos destacamos el de identificar posibles vinculaciones entre la autoevaluación y la toma de decisiones

APA, Harvard, Vancouver, ISO, and other styles

19

Lieux, Maria L. "Innovativeness: One School's Experience of Sustaining Educational Change." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2468.

Full text

Abstract:

Abstract This single, embedded case study focused on educators’ experiences of educational change as they adopted, implemented, and sustained a one-to-one computing innovation over 20 years. The purpose of the study was to explore the innovativeness, the capacity of a school community to take on change for continuous educational improvement over time. Through interviews and focus groups with administrators, teachers, students, and graduates, observations of current classroom practices, and archival data, the study provides an understanding of how individuals experienced change and how a school sustained change over an exceptionally long period of time. Data analysis revealed multiple rationales for the implementation of one-to-one computing, including the development of a constructivist environment, the empowerment of women, preparation of students for college and the 21st century work force, and the need to keep the school’s educational program on the “cutting-edge.” The study of this individual school community suggests the importance of a strong educational philosophy, flexibility of implementation, an environment that encourages risk-taking, and collegiality. The study also demonstrates that change occurred on a continuum and continued to progress as hardware, software, and the Internet evolved, and as faculty became more knowledgeable of the application of the program to teaching and learning.

APA, Harvard, Vancouver, ISO, and other styles

20

Mhlongo, Faith Ntomb'kayise. "Teacher empowerment as a strategy for educational change." Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/1305.

Full text

Abstract:

Dissertation submitted to the Faculty of Education in fulfilment of the requirement for the degree of Master of Education in the Department of Education Planning and Administration at the University of Zululand, South Africa, 2001.
One of the greatest challenges facing teachers in the new democratic South Africa has to do with understanding and facilitating change in education. The question of how teachers can be empowered at the school level was, therefore, a problem necessitating this research. The aim of the study was to discover educationally accepted ways and means of empowering teachers for change. It aimed at establishing what teachers need to do to acquire self-empowered behaviour, and what principals ought to do to see to the empowerment of their teachers for change. To carry out this study, the student made an in-depth study of literature on educational change and the empowerment role of principals. For empirical investigation use was made of observation method and interviews. The major findings that have emerged from this study are that teachers are not adequately involved in implementing changes directed by current policy documents, and that there is very little that is being done at school to promote change. Another finding is that schools are found to be lacking resources that may be utilized to promote or facilitate change, such as democratic governance, human rights culture and curriculum change. The principals were found to be doing very little to assist and motivate teachers for change. It was found that there was lack of efforts to facilitate self-empowered behaviour among both teachers and principals. The recommendation suggested focus on action to be taken by both teachers and principals. The principals are responsible for facilitating the implementation of change by empowering teachers at a school level.

APA, Harvard, Vancouver, ISO, and other styles

21

Horsley, Mike. "Activist professionals and profession-led change /." View thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051019.162923/index.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

23

Waljee, Anise. "The meaning of educational change in post-Soviet Tajikistan : educational encounters in Badakhshan : how educators in an in-service institution in rural Badakhshan understand and respond to educational change." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10007458/.

Full text

Abstract:

This thesis examines educational change in the province of Badakhshan, Tajikistan, where the processes of change are framed in the post -Soviet transition from communism to incipient forms of democracy and from a command to market economy. It focuses on the encounter of an international development agency, the Aga Khan Foundation (AKF), and a government, in-service, teacher training institution, the Institute of Professional Development (IPD). That interaction is also contextualised in a very particular relationship: the head of AKF, the Aga Khan, is also the spiritual leader of the Badakhshani community. Hence, development and faith perspectives intersect in this change process (es). Using a qualitative approach and a case study design the research makes visible educational change as it impacts structures, institutions and individual educators in post-Soviet Badakhshan. It draws on the work of Birzea (1994), Venda 1991; 1999), Foucault (1972; 1980) and Gramsci (1971) to understand how institutional transformation processes are mediated and contested as the IPD changes from a government body to a 'public-private' one. The research finds that notwithstanding the faith connection, institutional transformation involves ideological, epistemological and hegemonic contestations as well as new learning. Responses include ambivalence, resistance, adaptation, appropriation and reclamation of educational and institutional change through a recasting of social and professional relationships and a mastery of international aid discourses. The study reveals that there is not 'a change process' but, instead, change(s) processes that are multiple, interlinked, iterative, simultaneous and sometimes chaotic. It argues that the change contexts, the macro and micro narratives that attend it and the processes of educational transformation are better understood through a re-conceptualisation of familiar notions of educational change(s), tradition and development. It concludes that the role of faith is central to how development is defined, responded to and appropriated in this little-studied context and contributes to the knowledge of international development across cultures.

APA, Harvard, Vancouver, ISO, and other styles

24

Bom, Conselho Thiérs Hofman do. "The use of the educational voucher program in Brazil : a socio-economic study of an alternative educational funding system in Brazil /." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1121357082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Colbaugh, Nancy. "The development of leadership capacity within a school undergoing comprehensive school reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036815.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Ferneding, Karen Ann. "The diffusion of electronic technologies and the dialectic of educational reform policy : the shaping of teachers' social visions /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Geiger, Jim E. "The effects of student outcome assessment on long term change in Viirginia's community colleges : an examination of the applicability of Newcombe and Conrad's theory of mandated academic change /." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134324/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Fay, Miriam S. "School counselors' self-perceptions of their effectiveness as change leaders /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164503.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Seaton, Andrew, and mikewood@deakin edu au. "Investing in intelligence : An inquiry into educational paradigm change." Deakin University. School of Social and Cultural Studies in Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.132538.

Full text

Abstract:

In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of authentic' human intelligence.

APA, Harvard, Vancouver, ISO, and other styles

30

Cheung, Wai-ying, and 張慧英. "Implementing educational change: a case studyof project-based learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962440.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

32

Kew, Kristin L. "The Impact of Educational Change on Conventional High Schooling." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1406.

Full text

Abstract:

Thesis advisor: Andy Hargreaves
Reform has been difficult at all levels of schooling but secondary schools have proved the most intractable to change (Sarason, 1990). Some of the reasons include the persistence of long-standing conventions, the struggle between competing interests, the size and complexity of the organizations being changed, and ironically the negative impact of reforms that are designed to bring about change. Creating equity among the nation's students requires rethinking and questioning long-term and ingrained identities. This change is threatening to the status quo and pressures many to actively preserve and perpetuate cherished beliefs and practices. The objective to close the achievement gap and "provide all children with the kind of schooling once offered only to a small elite" (Meier, 2002, p. 3) is thwarted by a number of factors, one of which is the factory-style structures and models of classic schooling (Cuban, 1984; Meier, 2002; Oakes & Lipton, 2002; Sarason, 1990; Tyack & Tobin, 1994). This is particularly apparent in conventional high schools which have maintained their existing epistemologies for long periods of time, holding steadfast to the "traditional grammar of schooling" (Tyack & Tobin, 1994). To understand why and how traditional secondary schools choose and maintain their values and structures, and how that illuminates educational change; this dissertation explores a detailed historical case study of how a non-traditional high school underwent a fundamental change by becoming a high school representative of the traditional grammar of schooling. Research explored the technological, political, and cultural forces that influenced the change and what these forces tell us about educational change in general. Findings revealed that successful reforms were initiated at the grass-roots level by the principals but only within the parameters allowed by the school community. External reforms from the district and state government were rarely sustained over time. The changing economy, the politics, and culture of the island directly impacted change initiatives and contributed to the school's drift towards an increasingly traditional grammar
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

APA, Harvard, Vancouver, ISO, and other styles

33

Miller, Kyle Joseph. "Educational engagement: college radio, digital media, and organizational change." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5813.

Full text

Abstract:

The media are experiencing a digital revolution. Substantial research has been conducted on digital technologies as they change television, print, and commercial radio. However, very little is known about the current digital adaptation in college radio. From increased online consumption, to podcasts and social media, college radio is also embracing digital technologies. Educational engagement is important in college radio. Alternative and academic structures are being significantly influenced today through digital transformation. The college radio system has faced a number of funding and administrative tensions between stations and their universities. As these tensions continue to affect the growth and development of college radio, they should be studied. This study investigates the use of digital technologies in two college radio station case studies. The Kotter Eight Steps of Organizational Change Model is used to analyze the change process. This model is used to analyze an urgency to create change, the role of group collaboration, and how organizational visions are established, communicated, and used to create and anchor change. Issues of leadership, decision-making, and personal and group agency are also examined as part of each station’s theoretical implications. Through qualitative in-depth interviews and college radio station in-person and social media observations, this dissertation seeks to answer the question of how administration, staff, and management have incorporated digital media into college radio. This research also serves as a platform for a current look into how college radio is changing and can guide future research about station digital use and organizational change.

APA, Harvard, Vancouver, ISO, and other styles

34

Falck, Libby(Elizabeth Judith). "Play for change : educational game design for grassroots organizing." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/128395.

Full text

Abstract:

This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, 2019
Cataloged from student-submitted PDF of thesis.
Includes bibliographical references (pages 162-174).
by Libby Falck.
S.M. in Comparative Media Studies
S.M.inComparativeMediaStudies Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing

APA, Harvard, Vancouver, ISO, and other styles

35

Owusu-Kwarteng, Nana K. W. B. "Asante Traditional Leadership and the Process of Educational Change." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1128719892.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Hibbs, James D. "Leadership, change and the school principal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36133.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Herschede, Kathryn J. "Organizational change to accommodate a public engagement agenda| A case study." Thesis, Northern Kentucky University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707277.

Full text

Abstract:

This case study examines the organizational changes and alignment that took place at Northern Kentucky University to enhance the public engagement agenda. Participants included 31 faculty members and five administrators. Based on qualitative interviews, 13 themes emerged related to change strategy needed to support public engagement as a core mission and value of the university. Findings suggest that Northern Kentucky University was successful in enabling a public engagement mission and vision, but that ongoing efforts are needed to continue past success. Further, the findings related to the change strategy are likely applicable to other changes at the university and should continue to be explored for future major planned change initiatives.

APA, Harvard, Vancouver, ISO, and other styles

38

Jayne, Joanne Gaye Elizabeth. "Teacher efficacy in educational change : an exploration of a critical literacy of change /." St. Lucia, Qld., 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17326.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

40

MacCrindle, Amy N. "Effective Change| A Case Study of Implementation of a Standards Based Grading Initiative." Thesis, Concordia University Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276786.

Full text

Abstract:

This study followed mindset changes in elementary teachers as they transitioned from traditional grading to standards based grading during the earliest stages of the change process. A pre- and post-survey of mindsets of participants, individual interviews, and a focus group interview were conducted. While the results of the pre- and post-survey did not reveal a significant mindset shift, interviews with participants revealed the role of hands-on professional development and interaction with instructional coaches in transitioning teachers to standards based grading and were accompanied by participant examples of shifts in mindsets. Future research recommendations include following this change process through the entire implementation phase, a study of parents’ understanding of standards based grading, a review of other factors that contribute to a shift from a fixed mindset to a growth mindset, and finally, analyzing the unleashing phase of change to determine if it creates change initiatives beyond standards based grading.

APA, Harvard, Vancouver, ISO, and other styles

41

McFarland, Bruce, and n/a. "Successful change in schools : factors affecting change and evaluation of outcomes." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060928.121041.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Chung, Wai-leung Warren. "The leadership roles of secondary school principals in the education reform 2000 in Hong Kong : a qualitative study of the perceptions of principals /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Jordan, Lemuel. "A Case Study of Principals' Perceptions of Preparedness for Leading Change in PLA Schools| Implications for the Local School District." Thesis, Spalding University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10003546.

Full text

Abstract:

An educated population is crucial not only to success in science and technology but the capacity to maintain our national security. Recent reports continue to show that teenagers in the U.S. slipped in the international rankings in mathematics, science, and reading. The major policies to address failing students came with the NCLB legislation of 2001. This brought about sweeping reforms to address Persistent Low Achieving (PLA) schools.

The legislation introduced accountability measures which necessitated strict control by state, increased sanctions and penalties on schools failing to reach required yearly progress. Principals, as instructional leaders, were now responsible for the success of each student and faced dismissal if state audit teams determined lack of capacity to lead the turnaround.

This qualitative study sought to investigate principals’ perceptions of their preparedness for leading change in PLA schools and identified implications for the local school district. Most of the literature focused on the importance of the principal and qualities required to take students from failure to success but there was little documented evidence of principals’ perceptions regarding their preparedness for this unique and challenging role.

Even though participants believed that they had the capacity to lead turnaround efforts the findings revealed that they were not prepared for the numerous challenges which they encountered. They were faced with a combination of negative climate and culture, having to analyze and interpret data and cope with demands and expectations of district officials.

The recommendations of the study identified differentiated assistance for disadvantaged students, improved principal preparation programs, and incentives for PLA principals to assure retention of capable and qualified principals. This study was limited because of the small sample size and possible biases of researcher and participants.

APA, Harvard, Vancouver, ISO, and other styles

44

Wong, Kwong-kuen. "Tao Xingzhi and educational reform in Republican China." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626901.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Lucas, Brian. "Principals as Partners in Change: Insights on Common Core State Standards Implementation." Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/467.

Full text

Abstract:

Since the introduction of the Common Core State Standards (CCSS) in 2010, the education world has experienced a paradigm shift in the pedagogical expectations of educators, and there have been a decidedly mixed results on the implementation of the new standards. This qualitative study explored the experiences of several school administrators across urban and suburban school settings in their implementation of the CCSS. Set within a practitioner-based framework of Dr. Michael Fullan’s drivers of change, this study examined the common large-scale change implementation strategies that were successful and those that provided the most obstacles to administrators, and identifies specific actions on the part of administrators that led to a successful change. This study used semistructured interviews to gather the experiences of five school administrators, and the data were analyzed using a general inductive analysis to determine common themes that emerged from the interview data. The findings revealed that administrators worked through the resistance of staff, the bureaucratic difficulties, and their own steep learning curves to lead the charge. They reported success in leading the work through taking on ownership of the change, diving into the learning right alongside their teachers, chunking the roll-out into more manageable parts, and admitting their own status as learners. Administrators took risks in plain view of their teachers, encouraged teacher leadership, and appreciated incremental progress in their adult learners. This study found specific actions that school leaders can employ to aid their endeavors to lead as inevitable change comes their way.

APA, Harvard, Vancouver, ISO, and other styles

46

Olson, Jo Clay Langrall Cynthia Willey. "Teachers' acceptance of new leadership roles and changes in classroom practice." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106762.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Cynthia W. Langrall (chair), Norma Presmeg, Jeffrey Barrett, Darryl Pifer. Includes bibliographical references (leaves 193-207) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

47

Sungtong, Ekkarin. "Leadership challenges to public secondary school principals in the era of education reform and cultural unrest in border provinces of southern Thailand." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4727.

Full text

Abstract:

Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 29, 2008) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

48

Lukacs, Karrin S. "Quantifying 'the ripple in the pond' the development and validation of the teacher change agent scale /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3066.

Full text

Abstract:

Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 108. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 95-107). Also issued in print.

APA, Harvard, Vancouver, ISO, and other styles

49

Becker, Stephen Lewis. "Re-thinking the educational production function paradigm /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Esterby, Rebecca F. "Staff and teachers' knowledge of national public education issues." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998esterbyr.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles