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Articoli di riviste sul tema "Educational change"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Clement, Jennifer. "Managing mandated educational change." School Leadership & Management 34, no. 1 (2013): 39–51. http://dx.doi.org/10.1080/13632434.2013.813460.

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12

Stoddart, Trish, and Dale Niederhauser. "Technology and Educational Change." Computers in the Schools 9, no. 2-3 (1993): 5–23. http://dx.doi.org/10.1300/j025v09n02_02.

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13

Mundy, Karen. "Global governance, educational change." Comparative Education 43, no. 3 (2007): 339–57. http://dx.doi.org/10.1080/03050060701556281.

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14

Shevitz, Susan L. "TRAILBLAZERS OF EDUCATIONAL CHANGE." Jewish Education 59, no. 2 (1991): 8–9. http://dx.doi.org/10.1080/0021642910590204.

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15

Hall, Robert A. "Hypermedia for educational change:." TechTrends 37, no. 3 (1992): 37–38. http://dx.doi.org/10.1007/bf02761322.

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16

Connolly, Michael, Una Connolly, and Chris James. "Leadership in Educational Change." British Journal of Management 11, no. 1 (2000): 61–70. http://dx.doi.org/10.1111/1467-8551.00151.

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17

NESPOR, JAN. "Devices and Educational Change." Educational Philosophy and Theory 43, sup1 (2011): 15–37. http://dx.doi.org/10.1111/j.1469-5812.2009.00611.x.

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18

Resta, Paul. "Educational change and computers." ACM SIGCUE Outlook 20, no. 2 (1989): 3–5. http://dx.doi.org/10.1145/382145.382956.

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19

Moore, Rob, and Mike Hickox. "Vocationalism and educational change." Curriculum Journal 5, no. 3 (1994): 281–93. http://dx.doi.org/10.1080/0958517940050302.

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20

Finnan, Christine. "The Gender Politics of Educational Change.:The Gender Politics of Educational Change." Anthropology Education Quarterly 30, no. 4 (1999): 485–86. http://dx.doi.org/10.1525/aeq.1999.30.4.485.

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21

Lomba-Portela, Lucía, Sara Domínguez-Lloria, and Margarita Rosa Pino-Juste. "Resistances to Educational Change: Teachers’ Perceptions." Education Sciences 12, no. 5 (2022): 359. http://dx.doi.org/10.3390/educsci12050359.

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Abstract (sommario):

Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive f

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22

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

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

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23

Johnson, Natalie, De Zhang, and Melinda Gallagher. "Surviving change: a survey of educational change models." Technology, Pedagogy and Education 11, no. 3 (2002): 355–60. http://dx.doi.org/10.1080/14759390200200229.

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24

Garforth, Chris, and Maurice Holt. "Judgement, Planning and Educational Change." British Journal of Educational Studies 36, no. 3 (1988): 277. http://dx.doi.org/10.2307/3120952.

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25

Hardstaffe, Michael, Michael Fullan, and Andy Hargreaves. "Teacher Development and Educational Change." British Journal of Educational Studies 41, no. 1 (1993): 84. http://dx.doi.org/10.2307/3122441.

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26

Couture, Danielle, Judith McBride, Sujata Saha, Denise Schellhase, and Kelly Von Eschen. "Teacher Inquiry for Educational Change." LEARNing Landscapes 4, no. 2 (2011): 125–44. http://dx.doi.org/10.36510/learnland.v4i2.391.

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Abstract (sommario):

The inquiries of professionals involved in the development of a centre for inquiry into educational practice in a secondary school are fostered through professional conversation among teachers, support and professional staff undertaking research on practice. A framework for the development of the work done in the centre is briefly reviewed. Snapshots of various experiences and products illustrate evolving understandings of inquiry and evidence of ways in which it supports student learning and developing teaching practices in light of local curricular reforms.

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27

Alnahdi, Ghaleb Hamad. "Educational Change In Saudi Arabia." Journal of International Education Research (JIER) 10, no. 1 (2013): 1–6. http://dx.doi.org/10.19030/jier.v10i1.8342.

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The main goal of this article is to discuss the possibility of adapting the suggestions by Hargreaves and Shirley (2009) in their book "The Fourth Way." This paper will discuss the topic of educational change and reform through three main points. First, it will review the most important advantages and disadvantages that characterize the three periods of change, as presented by Hargreaves and Shirley (2009). Second, it will extract the main principles proposed by Hargreaves and Shirley (2009) as the fourth way (the principles of how education should be changed in the future) and discuss whether

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28

Wrigley, Terry. "Thinking deeply about educational change." Improving Schools 24, no. 2 (2021): 97–98. http://dx.doi.org/10.1177/13654802211035655.

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29

Harris, Alma. "Leading or following educational change?" School Leadership & Management 25, no. 5 (2005): 417–19. http://dx.doi.org/10.1080/13634230500340666.

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30

Rauch, Franz. "Teacher learning for educational change." Educational Action Research 12, no. 2 (2004): 287–304. http://dx.doi.org/10.1080/09650790400200305.

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31

Pritchard, Malcolm. "Educational Theory and Social Change." Cambridge Journal of Education 18, no. 1 (1988): 99–109. http://dx.doi.org/10.1080/0305764880180108.

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32

Johnson, Robert C. "Educational Change in Francophone Africa." Journal of Negro Education 56, no. 3 (1987): 265. http://dx.doi.org/10.2307/2295223.

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33

Powner, David J., and Paul L. Rogers. "The process of educational change." Critical Care Medicine 27, no. 10 (1999): 2289–90. http://dx.doi.org/10.1097/00003246-199910000-00039.

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34

Bush, Tony. "The Micropolitics of Educational Change." Educational Management Administration & Leadership 39, no. 6 (2011): 642–45. http://dx.doi.org/10.1177/1741143211424559.

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35

Plank, David N. "Educational Reform and Organizational Change." Journal of Urban History 15, no. 1 (1988): 22–41. http://dx.doi.org/10.1177/009614428801500102.

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36

Benson, Sandra. "Educational Change: Threat or Challenge?" British Journal of Occupational Therapy 54, no. 5 (1991): 161. http://dx.doi.org/10.1177/030802269105400501.

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37

Lee, John. "Teacher learning for educational change." Journal of In-service Education 29, no. 1 (2003): 163–76. http://dx.doi.org/10.1080/13674580300200429.

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38

Skinner, Don. "Teacher Learning for Educational Change." Improving Schools 5, no. 3 (2002): 64. http://dx.doi.org/10.1177/136548020200500313.

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39

Wrigley, Terry. "New challenges of educational change." Improving Schools 21, no. 3 (2018): 207–8. http://dx.doi.org/10.1177/1365480218808892.

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40

Mariage, Troy V., and M. Arthur Garmon. "A Case of Educational Change." Remedial and Special Education 24, no. 4 (2003): 215–34. http://dx.doi.org/10.1177/07419325030240040501.

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41

Schensul, Jean J., Maria Gonzalez Borrero, and Roberto Garcia. "Applying Ethnography in Educational Change." Anthropology & Education Quarterly 16, no. 2 (1985): 149–64. http://dx.doi.org/10.1525/aeq.1985.16.2.04x0633i.

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42

Harris, Alma, and Michelle Jones. "Teacher leadership and educational change." School Leadership & Management 39, no. 2 (2019): 123–26. http://dx.doi.org/10.1080/13632434.2019.1574964.

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43

Ribble, Mike. "Digital Citizenship for Educational Change." Kappa Delta Pi Record 48, no. 4 (2012): 148–51. http://dx.doi.org/10.1080/00228958.2012.734015.

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44

Fink, Dean, and Carol Brayman. "Principals' succession and educational change." Journal of Educational Administration 42, no. 4 (2004): 431–49. http://dx.doi.org/10.1108/09578230410544053.

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45

Hallinger, Philip. "Educational change in Southeast Asia." Journal of Educational Administration 36, no. 5 (1998): 492–509. http://dx.doi.org/10.1108/09578239810238474.

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46

Howe, Frederick C., Marion H. Benz, Richard F. Frazita, Rex T. Lohman, and Lois W. Pearson. "Educational Goals and Program Change." Action in Teacher Education 9, no. 3 (1987): 49–56. http://dx.doi.org/10.1080/01626620.1987.10519357.

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47

Webber, Charles F. "Educational Change in Alberta, Canada." education policy analysis archives 3 (July 9, 1995): 12. http://dx.doi.org/10.14507/epaa.v3n12.1995.

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Alberta, Canada, is the site of large-scale educational change initiatives legislated by the provincial government. The mandates have sparked heated public debate over the appropriateness, wisdom, and utility of the reforms. This article summarizes the views of representatives of several educational interest groups and offers suggestions for making change more meaningful and successful.

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48

Mabry, Linda, and Laura Ettinger. "Supporting Community-Oriented Educational Change." education policy analysis archives 7 (April 13, 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instruction

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49

Foster, Beverly B. "Regulatory Change: Redefining Educational Standards." Journal of Nursing Regulation 1, no. 2 (2010): 49–51. http://dx.doi.org/10.1016/s2155-8256(15)30351-3.

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50

McGrath, Simon. "Complexity, identity and educational change." International Journal of Educational Development 27, no. 6 (2007): 597–98. http://dx.doi.org/10.1016/j.ijedudev.2007.09.003.

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