scholarly journals Educational Change and NEXTSchool

2020 ◽  
Vol 13 (1) ◽  
pp. 7-28
Author(s):  
Lisa Starr ◽  
Joseph Levitan ◽  
Lynn Butler-Kisber ◽  
Aron Rosenberg ◽  
Vanessa Gold ◽  
...  
Keyword(s):  
Educational Change ◽  
School Change ◽  
Design Thinking ◽  
Change Processes ◽  
Power Dynamics ◽  
Specific Context ◽  
Whole School ◽  
Research Findings ◽  
Current Change ◽  
A Current

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.

Whole school change for literacy teaching and learning: purposes and processes

2021 ◽  
pp. 1-17
Author(s):  
Kitty te Riele ◽  
Sarah Stewart ◽  
Elaine Stratford
Keyword(s):  
Teaching And Learning ◽  
School Change ◽  
Literacy Teaching ◽  
Whole School

scholarly journals Whole School SEND (WSS) Review: study protocol for a two-arm pragmatic parallel cluster randomised controlled trial in 160 English secondary schools

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Stephen Morris ◽  
Andrew Smith ◽  
Cathy Lewin ◽  
Peter Hick ◽  
Jordan Harrison
Keyword(s):  
School Change ◽  
English Language ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Whole School ◽  
Cluster Randomised ◽  
Educational Need ◽  
Randomised Controlled

Abstract Background The trial will study the effects of the Whole School SEND Review on secondary school pupils in English mainstream education, to understand the impact of the intervention on academic attainment, wellbeing, and school attendance. The Review is designed to facilitate whole-school change through providing enhanced, intensive and sustained support and training in inclusive education for school special educational needs coordinators and leadership teams. The trial will have a specific focus on pupils designated as having special educational needs or disabilities. Methods We recruited 160 English secondary schools (approx. 58,000 pupils across two cohorts) to a two-arm pragmatic parallel cluster randomised controlled trial, with allocation at the school level. Randomisation will be stratified by school region. The primary outcome is attainment in English language (using standardised national test results at 16 years) for pupils designated as having a special educational need (approx. 4000 pupils). Secondary outcomes will be measured for pupils both with and without a special educational need designation and include pupil wellbeing (measured using the Strengths and Difficulties Questionnaire), absences and exclusions, and attainment in Mathematics and English language at 16 years. The intervention will be implemented from July 2021 and analysis of outcomes (for the year 9 cohort) will take place in September 2023, with further analysis (for the year 8 cohort) in September 2024 if the evaluation shows that acceptable implementation fidelity has been achieved. Discussion Pupils with special educational needs represent a significant and often vulnerable part of the secondary school population, are disproportionately likely to be excluded from school, eligible for free school meals, or supported by children’s social care. Despite these multiple important areas of need, school leaders report substantial challenges in making additional provision for this group. Previous research has highlighted the development of inclusive school cultures (rather focusing primarily on targeted individualised approaches) as being important. This trial will investigate how an intervention designed to drive whole school change may lead to outcomes for pupils with and without a special educational needs designation. As such, this trial is expected to make an important contribution to research evidence and to UK educational policy. Trial registration ISRCTN registry ISRCTN11339306. Registered on 12 March 2020 (retrospectively registered).

Puzzling and powering in the city: two case studies on collaborative research

2021 ◽  
Author(s):  
Robert Duiveman
Keyword(s):  
Case Studies ◽  
Collaborative Research ◽  
Knowledge Development ◽  
Power Dynamics ◽  
Research Practices ◽  
Research Findings ◽  
Living Labs ◽  
Urban Issues ◽  
Policy Problems ◽  
Collaborative Knowledge

Abstract Cities are turning to urban living labs and research consortia to co-create knowledge that can better enable them to address pervasive policy problems. Collaborations within such practices help researchers, officials and local stakeholders find new ways of dealing with urban issues and developing new relations with one another. Interestingly, success in the latter is often closely related to accomplishing the former. Besides of analysing this phenomenon in terms of learning—as is common—this paper also delves into the power dynamics involved in collaborative knowledge development. This perspective contributes to a better understanding of how puzzling and powering are simultaneously involved in making research relevant to policy-making. By presenting two collaborative research consortia in the Netherlands, we demonstrate how developing knowledge involves both re-structuring problems and the urban practices involved in governing such problems. Collaborative research practices are predominantly concerned with learning as long as restructuring the problem leads to research findings that are meaningful to all actors. Power becomes manifest when one actor insists on restructuring (often reproducing) problems in a manner judged unacceptable by others. Analysis of two case studies will show how the familiar three faces of power express themselves in collaborative knowledge development. It is recommended that these new practices also require methods for better orchestrating power besides a methodology for successful structuring learning through collaborative research practices.

Current Limiting Reactor's Reactance Value Selection Based on Short-Circuit Transient Analysis

2013 ◽  
Vol 722 ◽  
pp. 223-227
Author(s):  
Tie Ying Zhao ◽  
Yan Wen Wang
Keyword(s):  
Transient Process ◽  
Transient Analysis ◽  
Short Circuit ◽  
Short Circuit Current ◽  
Engineering Calculation ◽  
Calculation Formula ◽  
Current Limiting ◽  
Current Change ◽  
Short Circuit Fault ◽  
A Current

Current limiting reactor can increase systems short circuit impedance so as to limit short circuit current. Current limiting reactor is directly involved in whole short circuit process when a short circuit fault occurs in a power system, which makes short-circuit current change more complex. Short circuit current level is affected by current limiting reactors parameters; a current limiting reactor with proper impedance value can maintain short-circuit current at an acceptable range. A short circuit transient process of a distributing network with current limiting reactor was analyzed, and the formula of current changing in short circuit transient process was deduced; according to the current changing formula, an engineering calculation formula of current limiting reactors impedance was derived. The case calculation shows that current limiting reactor meeting the need of the engineering calculation formula can reach the system current limiting requirement.

Rebooting the Brain: Maximizing Quality Learning through Whole-School Change

2018 ◽  
pp. 249-258
Author(s):  
Deborah J. Rhea ◽  
Alexander P. Rivchun ◽  
Laura E. Clark
Keyword(s):  
School Change ◽  
Whole School ◽  
Quality Learning ◽  
The Brain

Whole-School Change

2008 ◽  
pp. 150-170 ◽  
Author(s):  
Laura M. Desimone
Keyword(s):  
School Change ◽  
Whole School

Organisational Change Stories and Management Research: Facts or Fiction

2003 ◽  
Vol 9 (3) ◽  
pp. 37-49 ◽  
Author(s):  
Patrick Dawson
Keyword(s):  
Political Process ◽  
Organisational Change ◽  
Change Processes ◽  
Management Research ◽  
Critical Issues ◽  
Research Findings ◽  
Post Hoc ◽  
Be The Change ◽  
Theoretical Developments

ABSTRACTOrganisational change stories are often constructed around a linear series of ‘successful’ events that serve to show the company in a positive light to any interested external party. These stories of company success sanitize complex change processes and offer data for change experts to formulate neat linear prescriptions on how to best manage change. This article criticizes this position and argues that change is a far more dynamic political process consisting of competing histories and ongoing multiple change narratives which may vie for dominance in seeking to be the change story. A central aim is to identify and unpack narratives of change in order to highlight a number of theoretical and methodological implications for management research. It is argued that post-hoc rationalized stories should not be used as a knowledge base for prescriptive lessons or theoretical developments, nor should research data simply be presented as a single authentic story of change. The need to study change overtime and to accommodate multiple stories that may be reshaped, replaced and modified raise critical issues of data collection and data analysis, as well as important questions on the place of the conventional case study as a conveyor of research findings. As such, the article calls for the more widespread use of the concept of ‘competing histories’ and ‘multiple change narratives’ in longitudinal studies that seek to explain processes of organisational change.

Social Impact Assessment

2013 ◽  
Author(s):  
Paula T. Morelli ◽  
Jon Kei Matsuoka
Keyword(s):  
Impact Assessment ◽  
Social Impact ◽  
Social Research ◽  
Unintended Consequences ◽  
Change Processes ◽  
Social Impact Assessment ◽  
Human Environment ◽  
Ex Ante ◽  
Future Consequences ◽  
A Current

Social impact assessment (SIA) is the process of analyzing (predicting, evaluating and reflecting) and managing the intended and unintended consequences on the human environment of planned interventions (policies, programs, plans, and projects) and any social change processes brought into play by those interventions so as to bring about a more sustainable and equitable biophysical and human environment (Vanclay, 2002). This subfield of impact assessment attempts to identify future consequences of a current or proposed action related to individuals, organizations and social macro-systems. SIA is policy-oriented social research often referred to as ex-ante evaluation, which involves pre-testing actions/interventions, or analyzing consequences.

Designing evaluation into educational change processes

ELT Journal ◽  
2000 ◽  
Vol 54 (4) ◽  
pp. 319-327
Author(s):  
C. Tribble
Keyword(s):  
Educational Change ◽  
Change Processes
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