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Author: Melissa S. Bell Publisher: ISBN: Category : Educational change Languages : en Pages : 121
Book Description
The purpose of this mixed-methods research study was to explore, through school administrator and teacher perceptions, the use and impact of change theory strategies on making effective change in schools. The following three research questions guided this study: (a) What strategies do school administrators identify as most often used when implementing change? (b) What strategies do teachers identify as most often used by school administrators when implementing change? (c) What impact do administrators and teachers associate with each of the strategies used to implement change? Fourteen school administrators and fifty-one teachers from four southcentral Pennsylvania school districts participated in an online survey containing Likert-type and open-ended questions. Six respondents, three school administrators and three teachers, voluntarily participated in a follow-up interview with the researcher to provide more in-depth responses. Change strategies were classified based upon the following change theory components: (a) vision creation and communication, (b) stakeholder involvement, (c) capacity expansion, (d) resistance management, and (e) a supportive environment. Results of this study revealed school administrators and teachers agreed on the strategies which contributed to positive change efforts. However, a discrepancy existed between the change strategies school administrators professed to be using to make change and teachers' perceptions of the use of those strategies.
Author: Melissa S. Bell Publisher: ISBN: Category : Educational change Languages : en Pages : 121
Book Description
The purpose of this mixed-methods research study was to explore, through school administrator and teacher perceptions, the use and impact of change theory strategies on making effective change in schools. The following three research questions guided this study: (a) What strategies do school administrators identify as most often used when implementing change? (b) What strategies do teachers identify as most often used by school administrators when implementing change? (c) What impact do administrators and teachers associate with each of the strategies used to implement change? Fourteen school administrators and fifty-one teachers from four southcentral Pennsylvania school districts participated in an online survey containing Likert-type and open-ended questions. Six respondents, three school administrators and three teachers, voluntarily participated in a follow-up interview with the researcher to provide more in-depth responses. Change strategies were classified based upon the following change theory components: (a) vision creation and communication, (b) stakeholder involvement, (c) capacity expansion, (d) resistance management, and (e) a supportive environment. Results of this study revealed school administrators and teachers agreed on the strategies which contributed to positive change efforts. However, a discrepancy existed between the change strategies school administrators professed to be using to make change and teachers' perceptions of the use of those strategies.
Author: Viviane Robinson Publisher: Corwin Press ISBN: 1506325386 Category : Education Languages : en Pages : 152
Book Description
This book identifies the mindset, processes, and behaviors that contribute to successful reform efforts and provide school leaders with concrete tools enabling them to be more effective.
Author: Gene E. Hall Publisher: SUNY Press ISBN: 9780887063473 Category : Education Languages : en Pages : 408
Book Description
In 11 chapters, this book has been organized around the Concerns Based Adoption Model (CBAM), a sophisticated way to understand the change process and how participants experience it. This model provides ways for practitioners and policymakers to label change process phenomena, to take positive action in facilitating change, and to predict effects. Chapters 1 and 2 provide an overview of CBAM and reviews literature on leadership for change. Chapters 3 and 4 concentrate on teacher perceptions of change and levels of innovation. Chapters 5, 6, and 7 discuss innovation configurations, incident interventions, and an intervention taxonomy. Chapters 8 and 9 classify and review change facilitators. Finally, chapters 10 and 11 evaluate CBAM via a case study and consider additional theory, practice, and research. (JAM)
Author: David Hopkins Publisher: Springer Science & Business Media ISBN: 1402044526 Category : Education Languages : en Pages : 316
Book Description
ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, CA, U.S.A. MICHAEL FULLAN Ontario Institute for Studies in Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Skills, London, U.K. This set of four volumes on Educational Change brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively.
Author: Gary Jones Publisher: SAGE ISBN: 1526453010 Category : Education Languages : en Pages : 285
Book Description
There is a vast amount of research on what goes on in schools, but how can school leaders sort credible findings from dubious claims and use these to make informed decisions that benefit their schools? How can abstract ideas from research be translated into dynamic plans for action? This book is a practical guide to evidence-based school leadership demonstrating the benefits that can be gained from engaging with robust educational research and offering clear guidance on applying meaningful lessons to practice. Topics include: · What is evidence-based school leadership and why does it matter? · How to collect data from your own school and how to analyse this evidence in order to inform strategic leadership decisions · Models for implementing school improvement and change · Leadership skills for fostering a culture of evidence-based practice This is essential reading for senior and middle leaders in educational organisations who aspire to lead effective schools with high levels of staff well-being and enhanced outcomes for the learners they teach.
Author: Seymour A Papert Publisher: Basic Books ISBN: 154167510X Category : Education Languages : en Pages : 256
Book Description
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
Author: Samuel Dent Publisher: Emerald Group Publishing ISBN: 180071789X Category : Education Languages : en Pages : 115
Book Description
Melding together robust academic research with examples of practice, Theory of Change speaks to those concerned with the developments in access and widening participation and explores the origins and debates around the approach in Higher Education, and specific applications across key stages of student life cycle.
Author: Eleftheria N. Gonida Publisher: Emerald Group Publishing ISBN: 1787546152 Category : Education Languages : en Pages : 280
Book Description
This volume focuses on motivation in education under changing and unsettling times and provides ideas on how global changes affect student and teacher motivation to learn and achieve.
Author: Gretchen B. Rossman Publisher: State University of New York Press ISBN: 1438418086 Category : Education Languages : en Pages : 190
Book Description
Rossman, Corbett, and Firestone examined three high schools in the midst of change. Teachers and administrators consented to grant the authors a year in each of their respective settings in order to understand better their unique system of norms, beliefs, and values as well as to track their reactions to events. The ensuing observations and interviews reveal a rich and detailed picture of the efforts to accommodate new policies and practices as well as some of the sources of resistance to change in the schools. The record of the authors' journeys with these schools provides educators, policy makers, and researchers--all those interested in school change and renewal as well as staff development in the schools--with a better understanding of the complex texture and meaning of educational refor
Author: Melissa S. Bell
Author: Melissa S. Bell
Author: Michael Fullan
Author: Viviane Robinson
Author: Gene E. Hall
Author: David Hopkins
Author: Gary Jones
Author: Seymour A Papert
Author: Samuel Dent
Author: Eleftheria N. Gonida
Author: Gretchen B. Rossman