Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London

2006 ◽  
pp. 68-84 ◽  
Author(s):  
Sally Mitchell ◽  
Alan Evison
Keyword(s):  
Educational Change

Becoming Rhizomatic: Researching Flowing in/between Striated and Smooth Space

2019 ◽  
Vol 13 (3) ◽  
pp. 355-376
Author(s):  
Ester A. Betrián Villas ◽  
Gloria Jové Monclus ◽  
Charly Ryan
Keyword(s):  
Data Analysis ◽  
Educational Change ◽  
Research Methodology ◽  
Deleuze And Guattari ◽  
Smooth Space

Exploring long-term educational change, we investigate our re/construction of research methodology as we moved from a positivist framework to working with ideas drawn from Deleuze and Guattari. We reveal our becoming rhizomatic in data analysis in the metamodelling of the richness flowing horizontally through our practices. We tell of our struggles to escape hierarchical thinking and relations researching between the smooth and striated. A space of interactions, conversations and writings created relations between polyphonic voices, leading us to an emergent methodology. Our struggle against hierarchies in data analysis yielded rich educational possibilities for becoming that Deleuzo-Guattarian thinking offers us.

ADMINISTRATION DECISION-MAKING UNDER THE CONDITIONS OF EMERGENCY

2018 ◽  
Vol 1 (12) ◽  
pp. 201-216
Author(s):  
Anna Valeriivna Terentieva
Keyword(s):  
Public Administration ◽  
Educational Change ◽  
School Environment ◽  
Public Management ◽  
Political Process ◽  
Implementation Process ◽  
Opportunity To Learn ◽  
Educational Process ◽  
Educational Activity ◽  
Problem Situations

The author has analyzed the problem aspects of public administration of educational change in modern Ukraine. Special frameworks of public administration of educational change in an information society have been determined. The author has analyzed the categories of the implementation process of educational change. The author has explored the key features of external environment of such activity, formed by regulatory acts for settling relations in a particular area. The author has highlighted a set of contradictions of public management of educational change and recommendations for state agencies regarding the organization of an effective process of implementation of educational change as a social and political process with an emphasis on peculiar properties of the educational change. It is determined that the updated legal and regulatory framework of the educational sector, at the same time, extends the scope of professional freedom of teaching and, hence, sets high requirements for the professionalism of teachers. The change in the focus of educational activity by innovations is declared in terms of practice, interactivity and functionality. The teacher will now create educational and training programs tailored to the needs of students and local communities, will create an open learning environment, taking into account the potential of the school and involving the partners in the educational process. However, it has been proved that the methods of active and problem-searching approach defined in the updated normative provision of education in Ukraine require appropriate conditions for the educational process. An active student becomes an active citizen; school, school environment and class become a micro-society. Like the society itself, the school environment is not devoid of conflicts or problem situations. It is in these conditions that students have the opportunity to learn to consciously identify their own interests and gain experience in civic activity.

scholarly journals How clinical teaching teams deal with educational change: ‘we just do it’

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
L. Bank ◽  
M. Jippes ◽  
T. R. van Rossum ◽  
C. den Rooyen ◽  
A. J. J. A. Scherpbier ◽  
...  
Keyword(s):  
Educational Change ◽  
Curriculum Change ◽  
Clinical Teaching ◽  
Postgraduate Medical Education ◽  
Structured Interview ◽  
Program Director ◽  
Local Context ◽  
Team Members ◽  
Teaching Teams ◽  
Medical Education Program

Abstract Background In postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this study is to provide an in-depth insight into how clinical teaching teams manage and organize curriculum change processes, and implement curriculum change in daily practice. Methods An explorative qualitative semi-structured interview study was conducted between October 2016 and March 2017. A total of six clinical teaching teams (n = 6) participated in this study, i.e. one program director, one clinical staff member, and one trainee from each clinical teaching team (n = 18). Data were analysed and structured by means of thematic analysis. Results The analysis yielded to five factors that positively impact change: shared commitment, reinvention, ownership, supportive structure and open culture. Factors that negatively impact change were: resistance, behaviour change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy. Overall, no clear change strategy could be recognized. Conclusions Insight was gathered in factors facilitating and hindering the implementation of change. It seems particularly important for clinical teaching teams to be able to create a sense of ownership among all team members by making a proposed change valuable for their local context as well as to be capable of working together as a team. Cultural factors seem to be particularly relevant in a team’s ability to accomplish this.

scholarly journals Local and External Stakeholders Affecting Educational Change during the Coronavirus Pandemic: A Study of Facebook Messages in Estonia

2021 ◽  
Vol 11 (3) ◽  
pp. 113
Author(s):  
Piret Luik ◽  
Marina Lepp
Keyword(s):  
Educational Change ◽  
Mixed Method ◽  
Speech Acts ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Mixed Method Study ◽  
Emotional Expressions ◽  
Government Institutions ◽  
External Stakeholders ◽  
Local Stakeholders

Education worldwide was affected by the coronavirus pandemic when many countries, including Estonia, had to switch to distance learning. It was an unexpected change in education and required a response from relevant stakeholders. This study aims to understand the activities of different stakeholders as revealed in the messages of the Facebook group ‘Homeschooling with technology’ from 6 March to 26 April 2020. A mixed method study design was used, including quantitative and qualitative content analysis of 872 messages posted by members of the Facebook group, which were divided into eight role groups. Teachers, educational technologists, principals and parents represented local stakeholders while external stakeholders included members from government institutions, supporters, teacher educators and members with other roles. The analysis covered activeness of each role group, emotional expressions, speech acts and topics represented in messages. The results indicate that educational technologists played a key role in handling the coronavirus pandemic situation in education. However, local stakeholders also received support from external stakeholders. The results help capture the roles, experiences and views of different stakeholders during the educational change caused by the coronavirus pandemic in order to learn from this and to be prepared for such situations in the future.

scholarly journals Thinking deeply about educational change

2021 ◽  
Vol 24 (2) ◽  
pp. 97-98
Author(s):  
Terry Wrigley
Keyword(s):  
Educational Change

Professional Culture and Educational Change

1996 ◽  
Vol 25 (4) ◽  
pp. 496-500 ◽  
Author(s):  
Michael Fullan
Keyword(s):  
Educational Change ◽  
Professional Culture
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