Relevant bibliographies by topics / Transformative education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Transformative education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Transformative education"

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Paul, L. A., and John Quiggin. "Transformative Education." Educational Theory 70, no. 5 (October 2020): 561–79. http://dx.doi.org/10.1111/edth.12444.

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Boyd, Robert D., and J. Gordon Myers. "Transformative education." International Journal of Lifelong Education 7, no. 4 (October 1988): 261–84. http://dx.doi.org/10.1080/0260137880070403.

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McWhinney, Will, and Laura Markos. "Transformative Education." Journal of Transformative Education 1, no. 1 (January 2003): 16–37. http://dx.doi.org/10.1177/1541344603252098.

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WEBB, REBECCA, and PERPETUA KIRBY. "Modelling Transformative Education." FORUM 61, no. 1 (2019): 89. http://dx.doi.org/10.15730/forum.2019.61.1.89.

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Hart, Tobin. "Transforming Transformative Education?" Journal of Transformative Education 13, no. 4 (October 2015): 287–89. http://dx.doi.org/10.1177/1541344615606537.

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Ferrer, Jorge N., Marina T. Romero, and Ramon V. Albareda. "Integral Transformative Education." Journal of Transformative Education 3, no. 4 (October 2005): 306–30. http://dx.doi.org/10.1177/1541344605279175.

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Glisczinski, Daniel J. "Transformative Higher Education." Journal of Transformative Education 5, no. 4 (October 2007): 317–28. http://dx.doi.org/10.1177/1541344607312838.

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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.
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Ringsted, Charlotte. "Transformative thinkers needed for transformative postgraduate education." Medical Teacher 36, no. 2 (January 29, 2014): 95–96. http://dx.doi.org/10.3109/0142159x.2014.872234.

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Lange, Elizabeth A. "Transforming Transformative Education Through Ontologies of Relationality." Journal of Transformative Education 16, no. 4 (July 24, 2018): 280–301. http://dx.doi.org/10.1177/1541344618786452.

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It has been charged that transformative learning theory is stagnating; however, theoretical insights from relational ontologies offer significant possibilities for revitalizing the field. Quantum physics has led to a deep revision in our understanding of the universe moving away from the materialism and mechanism of classical physics. Some scientists observe that this shifting view of reality is catalyzing a profound cultural transformation. They have also noted significant intersections between the New Science and North American Indigenous philosophies as well as Eastern mysticism, all relational ontologies. These intersections as well as the theory of agential realism of Karen Barad, feminist physicist, are used to propose a next generation of transformative learning theory, one that is embedded in ontologies of relationality. The author came to relational ontology through environmental and sustainability education. This fruitful cross-fertilization helps illuminate a transformative approach to sustainability education or transformative sustainability education—which has not yet been explicitly theorized. Relationality demands an ethical, ontological, and epistemological transformation. The six criteria that emerge in the overlap between quantum physics, living systems theory from ecology, and Indigenous philosophies can reframe our understandings of transformative education, particularly toward socially just and regenerative cultures, completing the work of unfinished justice and climate movements. Pertinent to adult educators, Naomi Klein (2014) asks, “History knocked on your door, did you answer?” (p. 466).
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Dissertations / Theses on the topic "Transformative education"

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Yacek, Douglas W. "Transformative Education: A Philosophical Inquiry." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500072204487494.

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Edinborough, Alastair Campbell. "Exploring integral transformative education for actors." Thesis, Royal Holloway, University of London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538314.

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The aim of the thesis is to examine certain potential problems in the field of actor training, and to explore and devise means of addressing these problems. The fundamental problem addressed notes that certain forms of training, specifically training with the primary goal of teaching executive functions or skills, can lead to the creation of undifferentiated, compulsive behaviours in the student. The thesis notes that some skills-led approaches to actor training might not provide the actor with a differentiated understanding of the functional uses for the skills that they teach, or the teacher's justification for teaching such skills. In such approaches the actor is not free to understand and value his/her skills in relation to his/her own needs as an actor. Through analysing the work of the educational philosopher John Dewey, as well as paradigms of human learning presented by Ken Wilber, Lawrence Kohlberg and Abraham Maslow, the thesis notes that in order to avoid problems associated with teaching methods that forge compulsive behaviours, a successful actor-training must take into account the transformative effects trainings have on the structure of the actor's self. In order to facilitate training as an integrated, transformative process of self development the thesis utilises Ken Wilber's Integral Four Quadrant system of analysis as a means to study the fields in which an actor can develop his/her self, before examining an approach to transformative actor-training that focuses on the question of how the actor can embody his/her presence in the model of theatre as a communicative encounter (notably analysed by Victor Turner). The thesis makes reference to a number of educational processes that facilitate the learning of `presence' as an integrated process of self-development, but specifically focuses on the teaching and learning of mindfulness meditation, the Feldenkrais Method, and the martial art of Aikido.
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Goodman, Katherine Ann. "The Transformative Experience in Engineering Education." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743651.

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This research evaluates the usefulness of transformative experience (TE) in engineering education. With TE, students 1) apply ideas from coursework to everyday experiences without prompting (motivated use); 2) see everyday situations through the lens of course content (expanded perception); and 3) value course content in new ways because it enriches everyday affective experience (affective value). In a three-part study, we examine how engineering educators can promote student progress toward TE and reliably measure that progress.

For the first study, we select a mechanical engineering technical elective, Flow Visualization, that had evidence of promoting expanded perception of fluid physics. Through student surveys and interviews, we compare this elective to the required Fluid Mechanics course. We found student interest in fluids fell into four categories: complexity, application, ubiquity, and aesthetics. Fluid Mechanics promotes interest from application, while Flow Visualization promotes interest based in ubiquity and aesthetics. Coding for expanded perception, we found it associated with students’ engineering identity, rather than a specific course. In our second study, we replicate atypical teaching methods from Flow Visualization in a new design course: Aesthetics of Design. Coding of surveys and interviews reveals that open-ended assignments and supportive teams lead to increased ownership of projects, which fuels risk-taking, and produces increased confidence as an engineer.

The third study seeks to establish parallels between expanded perception and measurable perceptual expertise. Our visual expertise experiment uses fluid flow images with both novices and experts (students who had passed fluid mechanics). After training, subjects sort images into laminar and turbulent categories. The results demonstrate that novices learned to sort the flow stimuli in ways similar to subjects in prior perceptual expertise studies. In contrast, the experts’ significantly better results suggest they are accessing conceptual fluids knowledge to perform this new, visual task. The ability to map concepts onto visual information is likely a necessary step toward expanded perception.

Our findings suggest that open-ended aesthetic experiences with engineering content unexpectedly support engineering identity development, and that visual tasks could be developed to measure conceptual understanding, promoting expanded perception. Overall, we find TE a productive theoretical framework for engineering education research.

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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.

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The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organizing approach. The research was conducted through a decolonizing interpretive research methodology (Darder, 2015a) and utilized the interrelated lenses of critical pedagogy and decolonizing pedagogy, in order to gain a historicity of scholarly discussions about the logics of coloniality, social movement theories, and youth-organizing frameworks across various texts. By utilizing the decolonizing interpretive methodology and decolonizing and critical pedagogy theoretical frameworks, this study found that a decolonizing social movement framework for transformative youth organizing calls for (a) creating counterhegemonic havens that create solidarity spaces between youth and adults; (b) building authentic revolution through communion between youth and adults, community-building, and communion with indigenous peoples and the Earth; (c) cultivating a sense of love that sustains community bonds to facilitate healing; (d) promoting healing through engaging in dialectics and dialogue; and (e) creating opportunities for agency and creation to implement the praxis of transformative youth organizing. The findings support the need for adults seeking to authentically be in solidarity with youth to engage in transformative justice practices that help communities collectively heal from colonial violence and engage in a counterhegemonic praxis of creating new transformative and liberatory possibilities in communities.

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Figueroa, Sarah. "Transformative Urban Education Leaders in Los Angeles." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842628.

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The job of an education system-level leader in urban environments is becoming more demanding, and the environment in which they operate more complex. Filling these very critical roles with individuals who possess the right characteristics could mean the difference between success and failure at improving the educational outcomes of students who are more often than not students of color and economically disadvantaged students.

Through seven interviews, this qualitative study focused on understanding the leadership dispositions that contributed to the success of transformative urban education system-level leaders in Los Angeles. The new transformative urban education leadership framework was developed using elements from each of the following existing frameworks: leadership for multicultural education, transformative leadership, and leadership for social justice. Findings from the data revealed four themes and two subthemes that described the characteristics that these transformative education leaders in urban Los Angeles had in common. The four themes were early experiences that impacted future trajectory, power of positive communication, forming deep relationships with the community, collaborative decision-making and teambuilder; the subthemes were communicating beliefs and vision, communicating hope, and communicating courage. These themes and subthemes suggest some positive alignment to the new transformative urban education leadership framework.

Los Angeles education organizations could develop their own pipeline of top-level leaders who are prepared to assume positions when the opportunities present themselves, elevate the role of community-based organizations (and community), and be more targeted in their recruitment and professional development strategies for existing transformative leaders.

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Blunt-Williams, Kesha. "Students' perceptions of transformative educators." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174664044.

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Haghighi, Saideh. "Transformational learning toward transformative leadership." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637058.

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One of the greatest challenges our society faces is how to transform a fundamentally inequitable educational system. The societal inequities marginalized groups witness and experience on a daily basis are magnified by hegemonic educational policies and practices which produce, reproduce, and reinforce the concepts of white privilege. Developing transformative leaders is crucial given educational leadership is considered second only to teaching as an influence on students' learning.

This qualitative study examined the personal and professional growth of eight administrators and described the process by which these adults learn, internalized what they learn, and put their new knowledge into practice through socially just action within their schools and departments. The targeted professional development employed the tenets of critical race theory and principles of transformative leadership development as key elements toward addressing educational inequities.

The study provided insight into the lived experiences of educational leaders and explored their development of critical consciousness and how they utilized a lens of equity to effect personal and systemic change. The study grounded in critical race theory, transformational adult learning, and social justice leadership development revealed administrators who participated in ongoing, equity centered, professional development, shared similar experiences as adult learners and educational leaders in their professional roles. The results strongly suggested the impact this professional development had on their beliefs and behaviors was significant. These developing transformative leaders found the professional development to be relevant and urgent work resulting in the implementation of systemic change to varying degrees.

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West, Yvonne. "Antiracist education and teachers rhetoric or transformative possibilities? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27388.pdf.

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Lawson, Ronald. "Transformative reflection and reflexivity in work-based education." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/7828/.

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This integrative doctoral report describes how my own experiential learning as a former practicing police investigator, artist and my current academic position in professional work-based education have been utilised to enable me to make a contribution to workbased education. To capitalise on my experience and on-going development as a critically reflexive researcher, I explored my own transformative learning through the storied accounts of key experiences, events and transitions in my professional work-based learning journey to develop a storied pedagogic approach to facilitate critical self-reflection and reflexivity in the transformative learning of professional work-based students. Using an action research approach with autoethnography as the method of inquiry, the report tells a story of my learning journey through the research process. The combination of action research and the inherently experimental spirit of autoethnography proved complimentary and the research developed from an initial individual approach to a more co-operative and collaborative endeavour between teacher and student, enhancing the critical self-reflection, reflexivity and transformative learning of both, evidenced in collective voices of teacher, participant and researcher. My contribution of knowledge to the theory and work-based practice of transformative learning has been made through the development of a conceptual model of 'Transformative Reflection', which extends Kolb's experiential learning cycle. My contribution to practice has been through a facilitated workshop in which the transformative reflection model is used to foster critical self-reflection and reflexivity through the autoethnographic use of alternative narrative perspectives and the creation of artefacts in a liminal learning space, thereby fostering transformative learning for the work-based learner.
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Herseth, Todd L. "Business ethics education and Mezirow's transformative learning theory." Thesis, University of South Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131552.

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The purpose of this study was to determine if using intentional, transformational learning strategies in an undergraduate business ethics course improved the curriculum with respect to targeted, student learning outcomes. Since business schools have a social mandate to provide opportunities for ethical growth and development, improving the efficacy of business ethics education is of paramount importance. The importance of this mandate has been further highlighted in recent years by egregious instances of misconduct by business professionals whose actions have had obvious and profoundly negative impacts upon the stability of our financial systems and state of the world economy.

This was a quasi-experimental, quantitative study conducted at a university of approximately 8,000 students. The focus of the study was to measure the effects of intentional, transformational learning strategies on the occurrence of transformational learning and cognitive moral development among students enrolled in the university's online business ethics course. The intentional, transformational learning strategies utilized were those identified by David Warren Keller in a 2007 study and adapted to an online learning environment. The correlation between epistemological development based on the Perry Scheme (of William G. Perry Jr.) and the occurrence of transformational learning was also examined in this study.

While this curricular intervention was not found to have had a statistically significant impact on the targeted outcomes, a statistically significant correlation was observed between epistemological development and transformational learning. A principle conclusion of the researcher is that the online learning environment is the most likely explanation for the difference in the efficacy of the curricular intervention when comparing the results of the Keller study to the current study due to the affective dimensions of the student learning experience (central to transformational learning) in the online learning environment and the limitations inherent therein, which are detailed in the study. Finally, the correlation observed between epistemological development and transformational learning, while statistically significant, was inconclusive due to the absence of additional correlations which would have been expected, yet merits further study.

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Books on the topic "Transformative education"

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D, Hawthorne Richard, and Stollenwerk Debra A, eds. Transformative curriculum leadership. 2nd ed. Upper Saddle River. N.J: Merrill, 2000.

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D, Hawthorne Richard, ed. Transformative curriculum leadership. Englewood Cliffs, N.J: Merrill, 1995.

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Rosemary, Gornik, ed. Transformative curriculum leadership. 3rd ed. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2007.

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Melling, Alethea, and Ruth Pilkington, eds. Paulo Freire and Transformative Education. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54250-2.

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Gardner, Morgan, and Ursula A. Kelly, eds. Narrating Transformative Learning in Education. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610576.

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Anthony, Bradney, and Cownie Fiona, eds. Transformative visions of legal education. Oxford: Blackwell Publishers, 1998.

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Bamber, Philip. Transformative Education through International Service-Learning. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315684970.

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Osei-Kofi, Nana, Bradley Boovy, and Kali Furman. Transformative Approaches to Social Justice Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003091998.

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McIntyre-Mills, Janet J., and Yvonne Corcoran-Nantes, eds. Transformative Education for Regeneration and Wellbeing. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3258-8.

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Chanana, Karuna. Transformative linkages between higher and basic education. London: SAGE, 2004.

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Book chapters on the topic "Transformative education"

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Kim, Grace S., Roxanne A. Donovan, and Karen L. Suyemoto. "Transformative Education." In Teaching Diversity Relationally, 27–57. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429059582-3.

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Waite, Imge Akcakaya, Elif Alkay, and Sinem Becerik Altindis. "Transforming Planning Education." In Transformative Planning, 121–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003178545-10.

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Graham, Charlotte, and Philippe Longchamps. "Discussion and Analysis." In Transformative Education, 169–213. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-5.

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Graham, Charlotte, and Philippe Longchamps. "Conclusion." In Transformative Education, 214–20. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-6.

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Graham, Charlotte, and Philippe Longchamps. "Methodology." In Transformative Education, 55–145. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-3.

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Graham, Charlotte, and Philippe Longchamps. "Examples and Inspiration." In Transformative Education, 146–68. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-4.

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Graham, Charlotte, and Philippe Longchamps. "Definition and Scope." In Transformative Education, 6–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-2.

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Graham, Charlotte, and Philippe Longchamps. "Introduction." In Transformative Education, 1–5. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-1.

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Taylor, Peter Charles. "Transformative Science Education." In Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_212-2.

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Taylor, Peter Charles. "Transformative Science Education." In Encyclopedia of Science Education, 1079–83. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_212.

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Conference papers on the topic "Transformative education"

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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.

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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.
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D'Itria, Erminia, and Federica Vacca. "Fashion Design for Sustainability. A transformative challenge across the European fashion education system." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13029.

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Today, we are witnessing the effects that the COVID-19 pandemic has had, and is still having, on social, economic and cultural life worldwide. In particular, the educational dimension has seen the regular operating of schools altered, with an indeterminate closure of educational institutions, as well as the impossibility to perform face-to-face lectures, and their transposition to digital platforms (Sà et Serpa, 2020). These difficult conditions can be a moment of opportunity to accelerate a process of digital transformation that was beginning to shift in higher education institutions (HEIs). HEIs are using digital transformation strategies to refine how they work, to digitalize their existing operations while designing new digital models, to create entirely new digital models or to fully digitize their current ones (Rodrigues 2017). In the European fashion education system this can result in addressing the transformative challenges that are nurturing the discussion on the future of HEIs (Moja, 2008; Sterling, 2011; Fletcher and Williams, 2013). Therefore, digital innovation becomes the means by which implementing a positive transformation of the sector on key issues that will permeate our daily lives and that can no longer be postponed. Among the pivotal topics there is sustainability which today is slowly trying to establish itself (Wolff, 2020). Trough the analysis of best practices, this paper will decode current behaviors in Fashion Design for Sustainability (FDfS) throughout the European fashion education system.
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McAndrew, Patrick, Stamatina Anastopoulou, and Eileen Scanlon. "Transformative approaches in distance online education." In L@S '18: Fifth (2018) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231644.3232261.

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Pey, K. L., Lucienne Blessing, and Bige Tuncer. "A transformative engineering and architecture education." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273942.

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Sarno, John. "VALUES-BASED TRANSFORMATIVE LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0608.

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Henrico, Radley. "EDUCATING OUR FUTURE LEGAL PRACTITIONERS: THE IMPERATIVE OF TRANSFORMATIVE EDUCATION." In Annual International Conference on Law, Regulations and Public Policy (LRPP 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3809_lrpp16.49.

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Arduini, Giovanni. "TRANSFORMATIVE RESILIENCE IN EDUCATIONAL CARE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2136.

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Harris, Anna G. "TRANSFORMATIVE TALES: MELTING MOUNTAINS AND PUBLIC EDUCATION." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-284103.

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Lorenzetti, Liza, Rita Dhungel, Diane Lorenzetti, Tatiana Oschepkova, and Lemlem Haile. "A Transformative Approach to Social Work Education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5422.

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The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work
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Wajdi, Firdaus, Zulkifli Lubis, and Khairil Ikhsan Siregar. "Transformative Education through Sufism based Character Education in Indonesian Pesantren." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.139.

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Reports on the topic "Transformative education"

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Singh, Priyadarshini. Ideas, Policies and Practices: Tracing the Evolution of Elementary Education Reform in India since 1975s. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe05.

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This study examines four key reform policies and programs of the Indian education system: DPEP (1994), SSA (2000), RTE (2010) and NEP (2020). Each of these has a rich and nuanced body of research to which our study contributes a unique tracing of the key ideas, debates, and stakeholders. This longue durée of reform will shed light on the histories of current reform options and if they will indeed meet the call of the times to address the learning crisis. We use the political settlements approach to understand the contestation of ideas and actors which finally determine the policy design and the implementation strategies. We unpack the iterative dynamics between ideas and actors to highlight why our reform design looks the way it does and what kind of spaces exist for transformative change particularly to ensure learning.
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Moawad, Lise, and Cornelia Schendzielorz. Transformative R&I policies and their norm(alis)ing effect of societal impact. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.545.

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In 2014, UK higher education institutions implemented a new system for assessing the quality of research, the Research Excellence Framework (REF) and took the opportunity to introduce "impact beyond academia" as a 'new' assessment criterion. Transformation and innovation-oriented R&I policy are roughly similar in Norway and the Netherlands regarding underlying ideas as well as timing. In occasion of this convergence this article tackles the discursive and performative construction of “societal impact” as a metamorphic constantly changing, transforming, and evolving criterion. Using data from policy documents from the UK, the Netherlands, and Norway from 2014 until now, the comparative semantic analysis draws on theories of speech acts and performativity to reveal the dual effect (normalising and norming) of the discursive device by R&I policymakers. The resulting typology, based on four criteria (terminology, positive and negative valences, oikonomia of knowledge and policy slogan), sets the ground for the exploration of further dimensions of societal impact evaluation challenges.
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Jejeebhoy, Shireen, Rajib Acharya, Neelanjana Pandey, K. G. Santhya, A. J. Zavier, Santosh Singh, Komal Saxena, Aparajita Gogoi, Madhu Joshi, and Sandeep Ojha. The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1032.

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Monge-Naranjo, Alexander. Education Policies and Structural Transformation. Federal Reserve Bank of St. Louis, 2014. http://dx.doi.org/10.20955/wp.2014.039.

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Reoyo, Paul J. Professional Education: Key to Transformation. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401044.

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Owens, Phillip B. Logistic Transformation and Education Reform. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401698.

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Alexander, Renita D. Education: A Joint Transformation Enabler. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada414884.

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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Wilson, Kevin J. Transformation of the Noncommissioned Officer Education System: Leveraging Education to Improve Noncommissioned Officer Professional Development. Fort Belvoir, VA: Defense Technical Information Center, March 2006. http://dx.doi.org/10.21236/ada449413.

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Adamova, T. V., and N. P. Vinokurova. The Transformation of the Education System in the Digital Age. Technical institute (branch) Federal State Autonomous Educational Institution of Higher Professional Education «North-Eastern Federal University named after M.K. Ammosov» in Nerungry, 2019. http://dx.doi.org/10.18411/s-2019-17-av.

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