Bibliographies thématiques / Educational change

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Littérature scientifique sur le sujet « Educational change »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 25 juillet 2025

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Articles de revues sur le sujet "Educational change"

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Carlyon, Tracey, and Christopher Branson. "Educational change." Teachers' Work 15, no. 2 (2018): 105–23. http://dx.doi.org/10.24135/teacherswork.v15i2.254.

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Despite the availability of an abundant amount of guiding literature, only about 30% of planned educational changes are successful. Clearly there is something essential missing from our understanding of how to successfully lead educational change. A review of the literature provides an awareness that success is far more likely if the leader pays as much attention to the needs of those who are bringing about the change as they do to the elements of the planned change strategy. Arguably, however, this still maintains a top-down perspective of the change process. Hence the departure point of this
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Anghelache, Valerica, and Cristina Corina Benţea. "Educational changes and teachers’ attitude towards change." Procedia - Social and Behavioral Sciences 33 (2012): 593–97. http://dx.doi.org/10.1016/j.sbspro.2012.01.190.

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USHIOGI, Morikazu. "Changing Educational Population and Educational Change." Journal of Educational Sociology 82 (2008): 7–25. http://dx.doi.org/10.11151/eds.82.7.

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McNamara Perlich, Linda Jane. "Catalyzing Educational Change." JONA: The Journal of Nursing Administration 16, no. 1 (1986): 6. http://dx.doi.org/10.1097/00005110-198601000-00003.

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Shirley, Dennis. "Accelerating educational change." Journal of Educational Change 18, no. 3 (2017): 257–62. http://dx.doi.org/10.1007/s10833-017-9303-2.

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Gundy, Morag S., and Marie Josée Berger. "Towards a Model Supporting Educational Change." International Journal of Information and Education Technology 6, no. 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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Starr, Lisa, Joseph Levitan, Lynn Butler-Kisber, Aron Rosenberg, Vanessa Gold, and Ellen MacCannell. "Educational Change and NEXTSchool." SFU Educational Review 13, no. 1 (2020): 7–28. http://dx.doi.org/10.21810/sfuer.v13i1.1033.

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In this paper, we examine the current literature on whole-school-system change processes, and the ways in which research findings may be applied to schools in Quebec, Canada. Throughout the paper we use a current school change initiative, NEXTschool, to explore the possibilities and challenges that some of this literature presents, applied to a specific context. At the conclusion we offer a conceptual framework that underpins how we conceptualize the NEXTSchool initiative. The review focuses on three fields that have emerged as relevant to current change movements: 21st century educational cha
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Forrester, Gillian. "Leading educational change wisely." Journal of Educational Administration and History 43, no. 3 (2011): 277–79. http://dx.doi.org/10.1080/00220620.2011.590651.

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Farmer, E. D. "Educational change by experiment." Medical Education 20, no. 4 (1986): 265–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01364.x.

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Jones, Gareth. "Educational waves of change." Physics World 3, no. 2 (1990): 16. http://dx.doi.org/10.1088/2058-7058/3/2/12.

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Thèses sur le sujet "Educational change"

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

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Thesis advisor: Dennis L. Shirley<br>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 coll
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Reid, Douglas E. "Educational restructuring: Attributes promoting change." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/962.

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

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This research study aims to explore the process of educational change management in Pakistan through the experiences and views of institution heads and teachers to look at the reality of an externally mandated reform at the school level. Beyond contextualising the process of educational change at the school level within the Pakistani education system, the study aims to contextualise this process in the global perspective by delineating an emergent model of educational change management for Pakistani education system. A change initiative to reform the national curriculum and assessment system f
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Cresdee, Michelle. "Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Thesis, Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/30/.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relatio
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Cresdee, Michelle. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change /." Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/30/.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relatio
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Millard, Dianna Aileen. "Perspectives of leaders in educational change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29079.pdf.

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Symeonides, Zofia Daphne Janina Maria. "The emotions of educational change: teachers'voices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559047.

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The present study aims to investigate the effect of emotions on teachers’ ability to cope with educational change and what factors help or hinder their ability to change their practice. Using an ethnomethodological approach, how one group of Hong Kong Secondary English teachers were able to make sense of the first School Based Assessment (SBA) initiative, part of the greater Hong Kong educational reform project, and apply it to their daily teaching practice is explored. The group of teachers is comprised of five Form Four teachers including the researcher. Being a participant-member, the res
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Stobie, Ingeborg. "'Change' and 'continuity' in educational psychology." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366935.

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Carse, Nicola Rhys. "'Change is a journey' : investigating the complex process of educational change within Scottish primary physical education." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7930.

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This thesis investigates the experiences of generalist primary teachers, in Scotland, as they instigated curriculum and pedagogical change in physical education. Five primary teachers with an additional qualification in physical education, the Postgraduate Certificate in 3-14 physical education (PGCert), were followed within their school contexts over an academic year. In contrast to much of the preceding literature this research provides empirical work at the micro level on educational change from the perspective of the individual teacher: illuminating the reciprocal relationship between prof
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Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two exper
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Livres sur le sujet "Educational change"

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D, Henshall Aden, and Fontanez Bruce C, eds. Educational change. Nova Science Publishers, 2009.

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

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Andy, Hargreaves, ed. Extending educational change. Springer, 2005.

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

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

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

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Meier, Max Georg, and Béatrice Gorawantschy. Education, educational reforms, and social change. Konrad Adenauer Vakfı, 1994.

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John, Shortt, and Cooling Trevor, eds. Agenda for educational change. Apollos, 1997.

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

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1954-, Riecken Theodore John, and Court Deborah 1950-, eds. Dilemmas in educational change. Detselig Enterprises, 1993.

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Chapitres de livres sur le sujet "Educational change"

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Dyer, Sarah, and Ksenija Kuzmina. "Prototyping educational change." In Transforming Higher Education With Human-Centred Design. Routledge, 2024. http://dx.doi.org/10.4324/9781003383161-14.

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

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

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

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Chapman, Christopher. "Aiming for systemic change." In Educational Equity. Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-2.

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Trevors, Gregory J. "Belief Change." In Handbook of Educational Psychology, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-16.

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Kruse, Sharon D. "Learning and Change." In Mindful Educational Leadership. Routledge, 2023. http://dx.doi.org/10.4324/9781003283461-10.

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Gillham, Bill. "Directions of Change*." In Reconstructing Educational Psychology. Routledge, 2022. http://dx.doi.org/10.4324/9781003279853-1.

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Farah, Kimberly, and Kerrissa Heffernan. "The Urban Educational Initiative:." In Practice Of Change. Routledge, 2023. http://dx.doi.org/10.4324/9781003446415-13.

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Smeyers, Paul. "Neuromyths for Educational Research and the Educational Field?" In Educational Research: Discourses of Change and Changes of Discourse. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4_7.

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Actes de conférences sur le sujet "Educational change"

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Alansari, Amal Esmael. "PRINCIPLES OF LEADING CHANGE: NAVIGATING EDUCATIONAL LEADERSHIP IN KUWAIT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2829.

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Patcas, Aliz. "NAVIGATING EDUCATIONAL CHANGE: EMBEDDING ADAPTABILITY, CRITICAL THINKING, COMMUNICATION, AND DIGITAL LITERACY." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0525.

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Cheng, Jiabei, Zhen-Qun Yang, Jiannong Cao, Yu Yang, Kai Cheung Franky Poon, and Daniel Lai. "Modeling Behavior Change for Multi-model At-Risk Students Early Prediction." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00020.

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ABDULLAHI, Nimota Jibola Kadir. "EDUCATIONAL MANAGEMENT STRATEGIES TO MITIGATE CLIMATE CHANGE." In Second Southern Science Conference - 2024. Araucária - Associação Científica, 2024. https://doi.org/10.48141/sscon_65_2024.pdf.

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The study explores educational strategies for climate change mitigation, emphasizing community engagement, infrastructure management, and student involvement in schools. To explore educational strategies for effective climate change mitigation, a quantitative survey will be conducted with school administrators and teachers in Kwara State, analyzed using SmartPLS 3.0 for climate change strategies. Findings highlight key strategies for effective climate change mitigation in education. The study emphasizes the need for integrated strategies in education to foster community engagement and resilien
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Чжоу, Сумен,, and Приступа, Е.Н. "Cultural paradigms and educational change in digital education." In Современное образование: векторы развития. Социально-гуманитарное знание и общество: материалы VII конференции с международным участием, посвященной 150-летию МПГУ (г. Москва, МПГУ, 21–22 апреля 2022 г.). Crossref, 2022. http://dx.doi.org/10.37492/etno.2022.61.84.061.

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Schnellert, Leyton. "Educational Transformation and Relational Accountability in Education Change Networks." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2003581.

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Niedre-Lathere, Kristīne, and Alīda Samuseviča. "Transformative Dimensions of Educational Change Context." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.20.

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Schwarz, Baruch, and Nadav Marco. "Argumentation towards Educational Change in Mathematics." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287183_0037.

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Crisan, Alina, and Roxana Enache. "THE ROLE OF INTERNET IN EDUCATION - CHANGE AND TRANSFORMATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-211.

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Correlating the observations and the results of all activities during our research , we find that the Internet represents a challenge socially and it use in education involves an art to transform the power of these resources in the power of learning, a power to develop educational scenarios that optimally integrate Internet into traditional education. Educational potential of the Internet cannot be exploited without effort. There emerges, as a prime necessity, the need to address research in this area - the ways in which Internet can be used to effectively improve education - both enthusiastic
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Lamb, Alexandra. "Logics of Educational Technology and Their Role in Educational Change." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2017139.

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Rapports d'organisations sur le sujet "Educational change"

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

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

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Sibieta, Luke, and Darcey Snape. Spending on special educational needs in England: something has to change. The IFS, 2024. https://doi.org/10.1920/re.ifs.2024.0949.

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Jacobs, Britney, Kate Babineau, and Daniel Parker. From Childcare to Educare: Inspiring Change in Early Childhood Education for Rural Tennessee. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/222.

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The expansion of early childhood education (ECE) and increased funding have positively impacted children and families. However, inequities within the ECE workforce continue to persist, particularly in rural areas, causing ECE providers to face inadequate compensation and benefits. This project, in partnership with the Tennessee State University Early Childhood Training Alliance (TECTA), seeks to understand the experiences of ECE providers, highlight the benefits of the TECTA program, identify key challenges and barriers in their educational pathways, and advocate for program expansion to suppo
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Ciapponi, Agustín, and Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics
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Sin, Isabelle, and Shannon Minehan. Building on strengths: Educational pathways that benefit Māori students. Motu Economic and Public Policy Research, 2024. http://dx.doi.org/10.29310/wp.2023.01.

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This paper is an economic analysis of pathways through education leading to strong outcomes for Māori students, and how these differ by gender and for students with different interests and aptitudes (‘specialties’) in high school. The authors focus on labour market outcomes and also consider some non-labour market outcomes. This paper will help inform policy development and career advice to both school-aged Māori students and older Māori people considering returning to education. Key findings in the research: • Level 2 NCEA certificate subjects do not define careers. • Women gain more educatio
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Shetty, Prasad, Rupali Gupte, Dipti Bhaindarkar, and Vastavikta Bhagat. Educational Ecosystem of Architecture in India: A Review. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2207.2024.

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"Formally trained architects in India participate in building habitation for less than 10 per cent of the population. Most architecture created through the involvement of architects produces segregation and discrimination towards certain classes, castes and genders. This study is concerned with the role of formal architectural education in addressing the habitation question and issues of spatial justice. Towards this, a review of the educational ecosystem for architecture has been undertaken. This ecosystem includes institutions, universities, regulatory bodies, journals, events, awards and of
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Willox, Dino. Rehumanising international education. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-2-05.

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Recent legislative changes are impacting the educational landscape in Australia. These changes are intended to positively influence the educational pathways available to students across Australia, imagining new futures in which academic potential is not restricted by birth, geography, parentage, Indigeneity, cultural or racial heritage, or financial capacity. These are laudable and ethical aims—education, after all, is a human right (United Nations, 1948). The policy enactment of these legislative changes, however, seems not only to run anathema to this intent but also to have significant cons
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark
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