Gotowe bibliografie tematyczne / Educational change

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Gotowa bibliografia na temat „Educational change”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 9 czerwca 2025

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Artykuły w czasopismach na temat "Educational change"

Carlyon, Tracey, and Christopher Branson. "Educational change." Teachers' Work 15, no. 2 (December 20, 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 article is its presentation of a change process from the perspective of those explicitly affected—that is, a view from the ‘bottom up’. Specifically, this article presents and discusses both quantitative and qualitative data from research conducted in Aotearoa New Zealand involving primary school teachers who changed the class levels in which they taught. It seeks to provide a unique contribution to the development of successful educational change strategies by presenting the teachers’ views about the most effective leadership practices during times of change.

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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 (January 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 (July 29, 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 (August 19, 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 change/reform, power dynamics, and design thinking as a systems-change process.

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Forrester, Gillian. "Leading educational change wisely." Journal of Educational Administration and History 43, no. 3 (August 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 (July 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 (February 1990): 16. http://dx.doi.org/10.1088/2058-7058/3/2/12.

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Rozprawy doktorskie na temat "Educational change"

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 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

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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 for public examinations was investigated to provide the participants of the study a point of reference to express their opinions and to reflect upon and describe their experiences. This particular change initiative was part of a comprehensive reform programme called Education Sector Reform (ESR) programme initiated in 2002. To define the selection of institutions and the sample of teachers within those institutions, the curriculum and assessment system change at Higher Secondary School Certificate (HSSC) level in the subject areas of English, Urdu and Pakistan Studies was focused in the institutions affiliated with the examination board of Federal Board of Intermediate and Secondary Education (FBISE). Beyond affiliation with FBISE, the selection of twenty institutions was made in order to balance a number of factors as the ownership, attraction for admissions, gender representation and administrative structures. The data collection was done at three stages through three research tools. At the first stage, the institution heads of the selected institutions were included in the research through semi-structured interviews. At the second stage an exploratory questionnaire, which was based on the interview data and the related literature, was given to twenty teachers in ten of the institutions included in the study. The data from this exploratory questionnaire was used to develop a structured questionnaire for the third phase of the research, which was given to 124 teachers in the twenty institutions included in the study. The sample was balanced for the subject areas and the length of teaching experience of the participants. The analysis of data from both institution heads and teachers has converged on three overarching themes of student learning and assessment, issues related to the role of teachers in the process of change and the management of the reform process. In summary, participating institution heads and teachers are positive about the need and purpose of the reform; they also consider it good for student learning and attainment but have reservations about the top down approach in change management and poor resourcing. They demand well-resourced institutions and teachers, capacity building for implementers in the institutions and their inclusion in the process of the reform planning. They suggest improved communication and coordination for effective implementation of the reform along with comprehensive, inclusive, consistent and research based approach in the policymaking, planning and implementation strategy of the reform, which needs to be incremental in nature. Based on the data, especially the suggestions of the participants, an emergent model for educational change management in Pakistan has been outlined with strategic management at the core built around incremental, consistent, research based, inclusive and comprehensive, approaches. This model extends into the role of teachers: who are resourced with information, guidance, support, materials, facilities and funds, who are satisfied with the change management process and their professional status in the system and working conditions, and who are ready for the change through acceptance of the change (especially with reference to its effect on student learning), participation in the whole change process and training. This emergent model has been situated in the existing research literature to highlight the similarities as well as the distinctive features of the Pakistani context.

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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 relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms. The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population. A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.

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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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Millard, Dianna Aileen. "Perspectives of leaders in educational change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29079.pdf.

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

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The present study aims to investigate the effect of emotions on teachers’ ability to cope with educational change and what factors help or hinder their ability to change their practice. Using an ethnomethodological approach, how one group of Hong Kong Secondary English teachers were able to make sense of the first School Based Assessment (SBA) initiative, part of the greater Hong Kong educational reform project, and apply it to their daily teaching practice is explored. The group of teachers is comprised of five Form Four teachers including the researcher. Being a participant-member, the researcher was able to have total access to the study environment and close daily contact with the other participants in the study. Interview data was taken at three intervals, one at the end of the first year of the initial implementation, another upon the completion of the first SBA cohort and then again at the end of the first Hong Kong Diploma of Secondary Education (HKDSE) at which point the original form of the SBA had been conducted six times. Findings show that teachers’ emotions play a very important role in their working lives and are often sublimated to be able to cope with the competing and sometimes conflicting demands of school and society. This emotional management is very difficult to maintain and teachers must find creative ways of coping to lessen its effects, in particular, by a form of emotional banking in which teachers tap into good teaching memories to alleviate feelings of being overwhelmed or inadequate in the face of change. Other findings demonstrate that teachers’ ability to change their practice was greatly restricted by systemic factors beyond their control. While the largescale reform effort seeks to transform Hong Kong’s education system to be more ‘flexible, diversified and integrated’ and increase teachers’ professionalism, the reality is that society clings to the belief that only the high-stakes examinations have value. This factor, coupled with an overloaded administrative workload has made real teacher development and growth in professional practice virtually nonexistent. published_or_final_version Education Doctoral Doctor of Education

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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 professional learning and educational change. A qualitative, interpretivist approach underpinned the gathering and analysis of data. This approach reflected the focus of the study which was to understand and make sense of the multiple realities, experiences and views of participant teachers evolving from their social, cultural and historical contexts. Data were gathered using semi-structured interviews, unstructured interviews about teachers’ planning and observations of physical education lessons. The theoretical framework that was used to interrogate the data incorporated situated learning theory (Lave and Wenger, 1991), professional learning and educational change literature; in particular the work of Fullan was utilised to explore his concept of ‘change agentry’. The first line of analysis establishes how the participant teachers approached teaching and learning in physical education prior to engaging with the PGCert. Thereafter the PGCert is examined to ascertain how the format and structure of this professional development opportunity came to influence the participant teachers. In the final analysis, an over-view of each teacher’s narrative in regards to their role in the change process is presented, outlining the curricular and pedagogical changes they initiated within their school contexts. Taken together, these findings contribute to research on educational change providing detailed analysis over an extended period of time of the motivating factors, constraints and complex character of change from the perspective of teachers within their individual school contexts. In the present educational climate where teachers are expected to be leaders of curricular and pedagogical change this study provides empirical evidence of teachers exercising their autonomy and integrating professional learning within their practice as they initiate and implement change.

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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 experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.

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Książki na temat "Educational change"

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

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

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

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

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

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

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

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

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

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

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Części książek na temat "Educational change"

Dyer, Sarah, and Ksenija Kuzmina. "Prototyping educational change." In Transforming Higher Education With Human-Centred Design, 102–16. New York: 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, 93–116. Cham: 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, 5–19. Rotterdam: 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, 151–72. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_10.

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

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Trevors, Gregory J. "Belief Change." In Handbook of Educational Psychology, 291–313. 4th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-16.

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Kruse, Sharon D. "Learning and Change." In Mindful Educational Leadership, 159–85. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003283461-10.

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Gillham, Bill. "Directions of Change*." In Reconstructing Educational Psychology, 11–23. London: 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, 139–50. New York: 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, 71–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4_7.

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Streszczenia konferencji na temat "Educational change"

Alansari, Amal Esmael. "PRINCIPLES OF LEADING CHANGE: NAVIGATING EDUCATIONAL LEADERSHIP IN KUWAIT." In 17th annual International Conference of Education, Research and Innovation, 10826–33. 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, 1757–60. 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), 54–58. 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 resilience against climate change. Finally, integrated educational strategies are vital for effective climate change mitigation and community resilience. The study underscores the significance of educational institutions in building climate-resilient communities through comprehensive mitigation strategies. These strategies encompass curriculum development, infrastructure adaptation, and community outreach programs. The research methodology employs a systematic approach to data collection and analysis, ensuring robust findings that can inform policy development and implementation. Results indicate that successful climate change mitigation in educational settings requires a multi-faceted approach combining theoretical knowledge with practical applications. The discussion examines the implications of these findings for educational policy and practice, highlighting the potential for schools to serve as catalysts for broader community engagement in climate action. Recommendations include developing targeted training programs for educators, establishing climate action committees within schools, and creating partnerships with environmental organizations. This research contributes to the growing body of knowledge on educational approaches to climate change mitigation, providing practical insights for educators and policymakers working to enhance climate resilience in educational settings.

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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. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003581.

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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 enthusiastically and critically. As shown in the analysis of curriculum documents and of conducted lessons, educational potential of the Internet is not only related to the transfer of information and communication but can be extended to form a diverse set of skills and develop attitudes, behaviors and values. Efficiency of new information technologies in education One challenge which educational players must consider is the way in which new information and communication technologies and the Internet in particular are integrated and involved in education. Promoting the use of technology in education requires a holistic approach and concurrent strategies. A challenge to the use of Internet in education both for policy makers and educational actors is the cost issue. We should not expect that the introduction of information and communications technology, particularly the Internet in education to lead to a decrease in costs. Given the tension between large investments in implementing new technologies and the fact that education is facing some financial problems, comprehensive studies regarding the cost effectiveness should be part of the future research agenda in the field of education.

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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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Lamb, Alexandra. "Logics of Educational Technology and Their Role in Educational Change." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2017139.

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Raporty organizacyjne na temat "Educational change"

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

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

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Sibieta, Luke, and Darcey Snape. Spending on special educational needs in England: something has to change. The IFS, December 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, August 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 support social and economic mobility. The study emphasizes the need for systemic changes to address economic insecurity, professional recognition, training disparities, and policy inconsistencies in the ECE workforce. Providing targeted recommendations could improve professional growth, job satisfaction, and economic stability for ECE providers, benefiting children and families.

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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, July 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 education, but men save more money. • Bachelor’s degrees benefit women more than men. • Vocational training yields strong outcomes for men and sometimes for women. • Some popular fields of tertiary study for Māori yield little financial benefit. • Not all STEM study leads to strong job prospects, but higher study in some fields is financially beneficial. • Connection to Māori culture is valuable. • Educational pathways to desirable outcomes for Māori may change in the future.

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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 offices. The study also briefly looks at cases of habitation making for the remaining 90 per cent who do not get served by trained architects. From our review, it is apparent that this ecosystem is structurally, institutionally and pedagogically insufficient to produce a relevant spatial culture, spatial justice or cultural sustainability. While it is structurally located within a political economy where education is a money-making enterprise, it is institutionally geared to reduce academia to educational organisations and pedagogically oriented to prepare students for a building industry of a certain kind. Yet, despite the odds, architectural institutions have been innovating and striving to create relevance. Their efforts will remain key for the overhaul of the ecosystem and they will have to steer the process of change."

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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, March 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-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org

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Willox, Dino. Rehumanising international education. Journal of the Australian and New Zealand Student Services Association, October 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 consequences for our students—both directly and indirectly. As educational institutions, we have an obligation to ensure that we support our students to participate fully in their learning journey and graduate successfully. The current policy landscape is making this task concurrently both more important and more difficult; the locus of much of this tension is on and around our international students. The question for universities and other educational institutions is what should we, and can we, do within this context to support our international students to succeed in their studies? How do we maintain and improve the student experience within constraining fiscal and political environments with increasing compliance, regulation, and expectation and ever decreasing resources—human, financial, and emotional? Beyond this, we also need to consider how we, as a sector, respond to the situation such that we change the narrative and challenge the political and economic landscape in which we find ourselves. Firstly, we need to understand how we got into this situation to be able to navigate a way forwards.

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