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Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam J. Educ. Change (IF 2.418) Pub Date : 2024-04-04 Joan DeJaeghere, Vu Dao, Thi Nguyen
Global education agendas and scholarly literature are increasingly focused on systems change in education, in part stemming from a concern around student learning. But there is less attention in the literature about cultural change, meaning the everyday narratives, norms, values, and purposes that get enacted and reshaped within education systems. This paper examines everyday cultural practices in
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Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership J. Educ. Change (IF 2.418) Pub Date : 2024-03-04 Sanna-Mari Salonen-Hakomäki, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
National-level educational administrators constantly face the question of how to ensure that the basic education system successfully meets complex local, national, international, and global challenges, and what is the best way to initiate and drive systemic changes in education amid such complexity and to create value for society. Studies have shown that participative approaches to reform leadership
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The importance of care in post-COVID education J. Educ. Change (IF 2.418) Pub Date : 2024-02-08 Holly Hungerford-Kresser, Molly Wiant Cummins, Carla Amaro-Jiménez
As we settled into a new reality with COVID-19, there were calls for educators to use the crisis as a time to initiate changes desperately needed in education (Zhao & Watterston, 2021). Highlighting an elementary school as a case study (Hungerford-Kresser et al., 2022), we now reflect on what we learned during the early stages of the pandemic, a never-before-seen international crisis, and how it contributes
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Understanding initiators’ problem framing in the initiation of a networked improvement community J. Educ. Change (IF 2.418) Pub Date : 2024-02-06 Chad R. Lochmiller, Jennifer R. Karnopp
Scholars have argued that problem formulation is an important part of successfully initiating a Networked Improvement Community (NIC/s). Yet, few scholars have studied the problem formulation process at the beginning of a NIC. This study draws upon problem formulation literature to examine how district initiators in one NIC identify and make sense of a specific improvement problem. The study seeks
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School improvement at the next level of work: the struggle for collective agency in a school facing adversity J. Educ. Change (IF 2.418) Pub Date : 2024-01-19 Elizabeth Zumpe
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Examining boundaries in a large-scale educational research-practice partnership J. Educ. Change (IF 2.418) Pub Date : 2023-12-29 Simon Sjölund, Jannika Lindvall
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Educators, epistemic reflexivity and post-truth conditions J. Educ. Change (IF 2.418) Pub Date : 2023-12-19 Christopher T. McCaw, Mary Ryan, Jo Lunn Brownlee
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Can Korea have academic achievement plus well-being? The case of Hyukshin schools J. Educ. Change (IF 2.418) Pub Date : 2023-12-08 Stanton Wortham, Clara Shim, Deoksoon Kim, Dennis Shirley
Korea is recognized around the world for its performance on international educational assessments and the economic development its educational system has facilitated. However, there is also a deficit in well-being among young Koreans. In response, Korean educators have developed alternative, whole person approaches. This article reports a study of one such approach, the “Hyukshin School” movement.
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Teachers’ perceived opportunity to contribute to school culture transformation J. Educ. Change (IF 2.418) Pub Date : 2023-10-26 Hanna Reinius, Kai Hakkarainen, Kalle Juuti, Tiina Korhonen
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Resituating place within learning in schools as COVID-19 response J. Educ. Change (IF 2.418) Pub Date : 2023-10-08 Jasmine Alvarado
This reflective essay describes one fourth-grade class’s efforts to engage in place-based inquiry regarding food access in response to COVID-19 pandemic recovery efforts. Through this reporting, the author presents the following set of orientations that recognize the inescapable role that place has in teaching and learning and that positions educational settings as sites of resistance, hope, and transformation:
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Bridging gaps: a systematic literature review of brokerage in educational change J. Educ. Change (IF 2.418) Pub Date : 2023-10-07 Beat Rechsteiner, Eva Kyndt, Miriam Compagnoni, Andrea Wullschleger, Katharina Maag Merki
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Coaching for equity-oriented continuous improvement: Facilitating change J. Educ. Change (IF 2.418) Pub Date : 2023-09-26 Erin Anderson, Samantha Davis
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What do we know about interventions to improve educator wellbeing? A systematic literature review J. Educ. Change (IF 2.418) Pub Date : 2023-09-14 Rachel Cann, Claire Sinnema, Joelle Rodway, Alan J. Daly
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Professional learning in global networks: Lessons from ARC J. Educ. Change (IF 2.418) Pub Date : 2023-08-29 Joelle M. Pedersen, Caitlin E. Long, Trista A. Hollweck, Min Jung Kim
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Valuing COVID-19 as an opportunity to understand teacher agency J. Educ. Change (IF 2.418) Pub Date : 2023-08-23 Jennifer Mansfield, Kathy Smith, Megan Adams, Lydia Wan
This paper seeks to better understand how unanticipated disruption influences teacher agency and professionalism. Drawing on a conceptual model of teacher agency the paper examines data from teacher focus groups conducted in one Australian K-12 school to understand the lived experience of teachers (n = 50) during an initial COVID-19 lockdown period, particularly how they successfully navigated the
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“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic J. Educ. Change (IF 2.418) Pub Date : 2023-08-23 Rossella Santagata, Adriana Villavicencio, Christopher M. Wegemer, Lora Cawelti, Brandy Gatlin-Nash
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“I was on an Island”: COVID-19 impacts on educator collegiality J. Educ. Change (IF 2.418) Pub Date : 2023-08-23 Kathryn S. Schiller, Kristen C. Wilcox, Aaron Leo, Maria I. Khan, José Antonio Mola Ávila
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Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States J. Educ. Change (IF 2.418) Pub Date : 2023-07-26 Kay E. Ramey, Jaakko A. Hilppö, Reed Stevens
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Primary teachers’ early and retrospective instructional vision of mathematical inquiry J. Educ. Change (IF 2.418) Pub Date : 2023-07-17 Katie Makar
A key challenge in implementing inquiry-based learning in mathematics has been raising teachers’ confidence and skills with unfamiliar pedagogical practices. The nature of inquiry in particular challenges traditional notions of teaching mathematics that dominate the field. Few studies have explored how teachers’ perceptions of the nature of inquiry evolve as they adopt and gain experience over time
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Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis J. Educ. Change (IF 2.418) Pub Date : 2023-07-13 Toby Greany, Tom Cowhitt, Chris Downey
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The ebbs and flows of equity work amongst organizational shocks and crises J. Educ. Change (IF 2.418) Pub Date : 2023-07-06 Catherine Kramarczuk Voulgarides, David Edward DeMatthews
We examine how the shock of the COVID-19 pandemic and the murder of George Floyd influenced how a mid-sized urban school district in the northeastern U.S. pursued organizational improvement for educational equity. We frame the global pandemic and the aftermath of the murder of George Floyd as organizational shocks that disrupted school and district operations that are relevant across borders and international
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Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era J. Educ. Change (IF 2.418) Pub Date : 2023-05-03 Sarah L. Woulfin, Britney Jones
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Docility and dilemmas: Mapping ‘performative evaluation’ and informal learning J. Educ. Change (IF 2.418) Pub Date : 2023-04-07 Andrew Clapham
Educators working in museums, zoos, and botanic gardens are increasingly required to demonstrate impact. These requirements position ‘performative evaluation’ as the dominant model, one which also acts as a political, non-neutral, and managerial form of accountability. In contrast, ‘practice evaluation’ is intended to be democratic, dialogic, and developmental. To explore this contrast, Foucault’s
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Co-creation and decision-making with students about teaching and learning: a systematic literature review J. Educ. Change (IF 2.418) Pub Date : 2023-03-24 Esther M. A. Geurts, Rianne P. Reijs, Hélène H. M. Leenders, Maria W. J. Jansen, Christian J. P. A. Hoebe
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Beliefs, perception, and change: A study of ego network influence on first-year teachers J. Educ. Change (IF 2.418) Pub Date : 2023-02-04 Kate Rollert French, Christopher Dean Lee, Andrea Zellner
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Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership J. Educ. Change (IF 2.418) Pub Date : 2023-01-30 Angel X. Bohannon, Cynthia E. Coburn
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“I knew it was a problem before, but did I really?”: Engaging teachers in data use for equity J. Educ. Change (IF 2.418) Pub Date : 2023-01-18 Stephanie L. Dodman, Elizabeth K. DeMulder, Jenice L. View, Stacia M. Stribling, Rebecca Brusseau
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Teacher attributions of workload increase in public sector schools: Reflections on change and policy development J. Educ. Change (IF 2.418) Pub Date : 2023-01-06 Meghan Stacey, Susan McGrath-Champ, Rachel Wilson
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The limits of the “system of schools” approach: Superintendent perspectives on change efforts in U.S. Catholic school systems J. Educ. Change (IF 2.418) Pub Date : 2022-12-14 Andrew F. Miller, John Reyes, Melodie Wyttenbach, Gilbert Ezeugwu
Catholic schooling in the United States is suffering from a persistent enrollment crisis that has triggered the need for system-wide organizational reforms. However, most of the changes that the sector has experienced has taken place in individual schools making decisions about how to operationally sustain their individual school community. In this article, we present findings from a qualitative analysis
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Shared responsibility between teachers predicts student achievement: A mixed methods study in Norwegian co-taught literacy classes J. Educ. Change (IF 2.418) Pub Date : 2022-12-08 Aslaug Fodstad Gourvennec, Oddny Judith Solheim, Njål Foldnes, Per Henning Uppstad, Erin M. McTigue
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Struggle as a precondition for changes in educational policy: A Bourdieusian text analysis of a conflict between legislators and the Danish teachers’ union J. Educ. Change (IF 2.418) Pub Date : 2022-12-04 Ronni Laursen
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Challenges in continuing professional development on inclusion in early years in Spain J. Educ. Change (IF 2.418) Pub Date : 2022-11-18 A. Corral-Granados
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Weaving and stacking: How school districts craft coherence towards continuous improvement J. Educ. Change (IF 2.418) Pub Date : 2022-11-18 Vicki Park, Kate E. Kennedy, H. Alix Gallagher, Benjamin W. Cottingham, Angela Gong
Using qualitative case study methods, we examine how educators describe continuous improvement and craft coherence for implementation. We find that educators attempted to build system-wide improvement capabilities, taking into consideration theories of action for continuous improvement and managing change given the realities of their local contexts. We identify educators’ orientations for crafting
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The times they are a-changin’:Teaching and learning beyond COVID-19 J. Educ. Change (IF 2.418) Pub Date : 2022-10-31 David T. Marshall, Tim Pressley, Savanna M. Love
The COVID-19 pandemic has forced teachers to incorporate many changes to support student learning. In this paper, we present current research focusing on the impact of the changes brought by the pandemic on teachers. Specifically, we discuss the current state of teachers after working the frontline of the pandemic and changes that school leaders and policymakers should consider moving forward. These
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Boxed in: Structural limitations to flexible pacing in Michigan competency-based education pilot districts J. Educ. Change (IF 2.418) Pub Date : 2022-09-17 Danielle Sutherland, Katharine Strunk, Jesse Nagel, Tara Kilbride
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Data use in language schools: The case of EFL teachers’ data-driven decision making J. Educ. Change (IF 2.418) Pub Date : 2022-09-14 Moneer Jafari, Mohammad Ahmadi Safa
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Pushing against the grain: Networks and their systems for sustaining and spreading deeper learning J. Educ. Change (IF 2.418) Pub Date : 2022-09-08 Laura E. Hernández, Linda Darling-Hammond, Julie Adams, Kathryn Bradley, DeAnna Duncan-Grand
Scholars and educators have long considered how schools can foster deep learning that supports the academic success and holistic development of all students. Yet, with the grammar of schooling that governs U.S. schools, educators often encounter institutional, political, and normative barriers that stifle efforts to redesign school environments, making substantive change fleeting and even sustaining
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How online learning can engage students and extend the reach of talented teachers: evidence from a pandemic-era national virtual summer program J. Educ. Change (IF 2.418) Pub Date : 2022-08-24 Beth E. Schueler, Martin R. West
Despite interest in online learning for meeting student needs at scale, existing research finds relatively low levels of engagement in most forms of virtual learning, especially among economically disadvantaged students. This is concerning as the Covid-19 pandemic forced a dramatic increase in remote learning among students and educators who did not specifically opt into the model. We study an early
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Distinguishing aspects of sustainability J. Educ. Change (IF 2.418) Pub Date : 2022-08-16 A. P. M. Tappel, C. L. Poortman, K. Schildkamp, A. J. Visscher
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Anatomy of an educational change: The safe learning model, Sierra Leone J. Educ. Change (IF 2.418) Pub Date : 2022-08-12 Ciaran Sugrue, Elena Samonova, Daniel Capistrano, Dympna Devine, Seaneen Sloan, Jennifer Symonds, Aimee Smith
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“Stuck in this wheel”: The use of design thinking for change in educational organizations J. Educ. Change (IF 2.418) Pub Date : 2022-08-08 Bryan A. VanGronigen, Lauren P. Bailes, Michael L. Saylor
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Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan J. Educ. Change (IF 2.418) Pub Date : 2022-08-02 Natallia Yakavets, Liz Winter, Kathy Malone, Zhanyl Zhontayeva, Zarina Khamidulina
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Getting policy done in educational practice: What happens when multiple central government policies meet clusters of organization routines in schools J. Educ. Change (IF 2.418) Pub Date : 2022-07-14 Sietske Waslander, Edith H. Hooge, Henno C. Theisens
This paper develops a new, broader, and more realistic lens to study (lacking) linkages between government policy and school practices. Drawing on recent work in organization theory, we advance notions on cluster of organization routines and the logic of complementarities underlying organizational change. This lens allows looking at how schools do (not) change a cluster of organization routines in
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Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning J. Educ. Change (IF 2.418) Pub Date : 2022-07-07 Katharina Maag Merki, Andrea Wullschleger, Beat Rechsteiner
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Innovating teaching and instruction in turbulent times: The dynamics of principals’ exploration and exploitation activities J. Educ. Change (IF 2.418) Pub Date : 2022-05-24 Marcus Pietsch, Pierre Tulowitzki, Colin Cramer
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Systemically oriented leadership: Leading multi-school organisations in England J. Educ. Change (IF 2.418) Pub Date : 2022-04-22 Michalis Constantinides
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Enacting autonomy reform in schools: The re-shaping of roles and relationships under Local Schools, Local Decisions J. Educ. Change (IF 2.418) Pub Date : 2022-04-21 Mihajla Gavin, Meghan Stacey
Local Schools, Local Decisions (LSLD) was a package of school autonomy reforms operating in the state of New South Wales, Australia from 2012 to 2020. The set of reforms centred on the devolution of additional powers and responsibilities to school principals, namely enhanced capacity to manage staffing and financial functions in response to local conditions. Using a conceptual lens of policy enactment
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Theorising post-truth in the COVID era J. Educ. Change (IF 2.418) Pub Date : 2022-04-19 David Nally
The focus of this article is on the impacts of COVID-19 related manifestations of post-truth in educational settings in Australia. Within this context, there has been a reorientation of how wellbeing and academic achievement within schools reflect on broader trends within the general public, at local, state and national scales. Individual and communal experiences of adversity have been significantly
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How can education systems improve? A systematic literature review J. Educ. Change (IF 2.418) Pub Date : 2022-04-07 Ignacio Barrenechea, Jason Beech, Axel Rivas
Understanding what contributes to improving a system will help us tackle the problems in education systems that usually fail disproportionately in providing quality education for all, especially for the most disadvantage sectors of the population. This paper presents the results of a qualitative systematic literature review aimed at providing a comprehensive overview of what education research can
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Correction to: How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives J. Educ. Change (IF 2.418) Pub Date : 2022-03-30 André Meyer,Viola Hartung-Beck,Anna Gronostaj,Sophie Krüger,Dirk Richter
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Inside school turnaround: What drives success? J. Educ. Change (IF 2.418) Pub Date : 2022-03-29 Kirsten Lee Hill, Laura Desimone, Tonya Wolford, Adrienne Reitano, Andrew Porter
This study proposes an empirically grounded theory of how school reform implementation relates to effectiveness, useful for developing and studying many approaches to school reform both in the U.S. and abroad, and also for assessing how policymakers and implementers might leverage various aspects of implementation to create effective school improvement models at scale. Guided by a new framework that
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“Are we making a quilt, with lots of ill-fitting cloths in here?”: Teachers’ internal conversations on curriculum making J. Educ. Change (IF 2.418) Pub Date : 2022-03-23 Sinem Hizli Alkan
Teachers exercising reflexivity through their internal conversations is one of the most important factors in the process of curriculum change. Drawing from Margaret Archer’s theory, this research explores teachers’ internal conversations in their own descriptions about a range of matters related to curriculum making. Eight secondary school teachers from different subject backgrounds (6 from Scotland
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How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives J. Educ. Change (IF 2.418) Pub Date : 2022-03-01 André Meyer,Viola Hartung-Beck,Anna Gronostaj,Sophie Krüger,Dirk Richter
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Addressing inequity and underachievement: Intervening to improve middle leaders’problem-solving conversations J. Educ. Change (IF 2.418) Pub Date : 2022-02-22 Jacqueline Margaret Patuawa, Claire Sinnema, Viviane Robinson, Tong Zhu
Reducing inequity is the moral imperative confronting today’s educational leaders. Central to reducing inequity is leaders’ ability to solve the school-based problems that contribute to it, while building the positive and trusting professional relationships required for teachers to commit to the hard work of improvement. A theory of collaborative problem-solving informed our intervention designed to
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Leading new, deeper forms of collaborative cultures: Questions and pathways J. Educ. Change (IF 2.418) Pub Date : 2022-01-11 Cecilia Azorín, Michael Fullan
The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the pandemic has provided the conditions for new human development that joins two powerful forces: the pulsar model which elevates human potential with respect to student
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From language of enemy to language of opportunity: Understanding teacher resistance to curriculum change in English language teaching and learning in Kyrgyzstan J. Educ. Change (IF 2.418) Pub Date : 2021-11-26 Roza Kazakbaeva
This qualitative research study sought to understand teachers’ resistance to English language educational change in Kyrgyzstan. The participants were six English teachers working in both rural and urban public schools in Kyrgyzstan. Analysis of non-participant observation and post-observation interviews revealed that, despite changes in English objectives following changes in socio-economic and political
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Immigrant family legal clinic: A case of integrated student supports in a community school context J. Educ. Change (IF 2.418) Pub Date : 2021-11-10 Marco A. Murillo, Christine Abagat Liboon, Karen Hunter Quartz
Research is growing on the ways K-12 schools can address immigration policy and assist in mediating its impact on students and families. Community schools are poised to address these issues through integrated student supports by taking an asset-based perspective that views community members and organizations as powerful constituents in the struggle for educational equity. We report the findings of
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Spiriting urban educational justice: The leadership of African American mothers organizing for school equity and local control J. Educ. Change (IF 2.418) Pub Date : 2021-11-02 Wilson, Camille M., Nickson, Dana, Ransom, Kimberly C.
Inner-city school systems serving marginalized populations around the world are hindered by undemocratic and anti-public, political forces given global neoliberalism. This paper highlights a three-year case study of community organizers’ efforts to resist such forces and increase school access, equity, and local control in Detroit, MI (USA). Authors emphasize how the leadership of African American
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Shifting the focus of research on effective professional development: Insights from a case study of implementation J. Educ. Change (IF 2.418) Pub Date : 2021-10-29 Patfield, Sally, Gore, Jennifer, Harris, Jess
Globally, teacher professional development is heralded as a key mechanism for educational reform. With governments investing heavily in PD programs, the aim of these interventions is not only enhanced teacher knowledge and practice but, ultimately, improved student outcomes. A substantial body of research has attempted to identify characteristics of effective PD, generating a growing list of features
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Pioneer teachers: How far can individual teachers achieve agency within curriculum development? J. Educ. Change (IF 2.418) Pub Date : 2021-10-04 Kneen, Judith, Breeze, Thomas, Thayer, Emma, John, Vivienne, Davies-Barnes, Sian
Education reform requires the commitment and investment of teachers if it is to succeed. Recognising the importance of teacher engagement, some countries have made teacher agency a feature of their curricula. Wales has embraced the notion of teacher agency within the building of its new curriculum by creating a body of Pioneer teachers to shape its new curriculum framework. This paper considers the