scholarly journals Teachers as educational change agents: what do we currently know? findings from a systematic review

2021 ◽  
Vol 3 ◽  
pp. 26
Author(s):  
Chris Brown ◽  
Robert White ◽  
Anthony Kelly
Keyword(s):  
Systematic Review ◽  
Educational Reform ◽  
Educational Change ◽  
Current Literature ◽  
Teacher Change ◽  
Change Agents ◽  
Systematic Investigation ◽  
Top Down ◽  
Successful Operation

Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the successful operation of schools and self-improving school systems. To date, however, there has been no systematic investigation of the nature and role of teacher change agents. To address this knowledge gap, we undertook a systematic review into five key areas regarding teachers as change agents. After reviewing 70 outputs we found that current literature predominantly positions teacher change agents as the deliverers of top-down change, with the possibility of bottom-up educational reform currently neglected.

The role of biologic mesh in abdominal wall reconstruction: a systematic review of the current literature

2012 ◽  
Vol 204 (4) ◽  
pp. 510-517 ◽  
Author(s):  
Evan W. Beale ◽  
Ronald E. Hoxworth ◽  
Edward H. Livingston ◽  
Andrew P. Trussler
Keyword(s):  
Systematic Review ◽  
Abdominal Wall ◽  
Current Literature ◽  
Abdominal Wall Reconstruction ◽  
Biologic Mesh

Patterns of actorship in legitimation of educational changes: The role of transnational and local knowledge

2021 ◽  
pp. 147490412199325
Author(s):  
Jitka Wirthová
Keyword(s):  
Czech Republic ◽  
Educational Reform ◽  
Educational Change ◽  
The Czech Republic ◽  
Civil Sector ◽  
Relationship Of ◽  
Global And Local ◽  
The Relationship ◽  
Reform Education

This paper examines how different meanings of knowledge (transnational, comparative, statistical, local, and personal) relationally stabilise the agential position for the legitimation of educational reform across state and non-state actors. Analysing the materiality and systems of reason of proposals to reform education in the pre-election debates in the Czech Republic, the focus is placed on different patterns of legitimate and legitimating actorship, assembled from global and local relations. Through an ecological conceptualisation the research identifies the problematisation and decomposition of actorship into contradictory assemblages of both traditional actors (teachers and politicians) and relatively new ones (NGOs). The relationship of the civil sector and the state structures allowed the emergence of new non-state, non-professional actors (NGOs) who aggregate their expertise from transnational data and legitimate both their position as experts and the particular educational change. This has consequences for non-experts as politicians and teachers. The transnational and European context penetrated into the Czech educational sphere not through an elite class of system actors but through the representatives of NGOs. Rhetorically saving education from degradation, NGOs engage in spreading the transnational data and externalise the legitimation of educational reform and thus become the bearers (although agentially limited) of the European space.

scholarly journals Strategic Leadership Planning for School Improvement: A Successful Model from the Kingdom of Bahrain

2020 ◽  
pp. 99-126
Author(s):  
Masooma Al Mutawah ◽  
Keyword(s):  
School Improvement ◽  
Educational Change ◽  
Teaching And Learning ◽  
School Effectiveness ◽  
School Leaders ◽  
Change Agents ◽  
National Context ◽  
Successful Model ◽  
Successful Leadership

This chapter will cover basic theories and practices of successful leadership through strategic planning. A range of issues will be explored for school improvement in an educational setting, such as: Managing educational change by identifying individual and organizational drivers for improvement; Accountability and evaluation across international contexts with consideration for how it might work in a range of situations in the national context; Preparation to lead and assess teaching and learning; How to build cohesive diversity cultures in schools that promote a positive environment where the differences will be accepted; Examining processes that promote change for improvement; The primary responsibilities of school leaders as change agents within their organizations; How to ensure sustainability of educational reforms to improve school effectiveness with a focus on the role of school leaders in the process.

Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

2004 ◽  
Vol 63 (3) ◽  
pp. 143-149 ◽  
Author(s):  
Fred W. Mast ◽  
Charles M. Oman
Keyword(s):  
Virtual Reality ◽  
Visual Processing ◽  
Line Length ◽  
Perceptual Cues ◽  
Virtual Reality Environment ◽  
Top Down ◽  
Test Conditions ◽  
The Subject ◽  
Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

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