scholarly journals Calculating the Future: The Historical Assemblage of Empirical Evidence, Benchmarks & PISA,

2018 ◽  
Vol 1 (1) ◽  
pp. 107-118 ◽  
Author(s):  
Thomas S. Popkewitz ◽  
Jingying Feng ◽  
Lei Zheng
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Student Performance ◽  
Educational Change ◽  
Performance Assessments ◽  
Economic Prosperity ◽  
Social Equality ◽  
The Future ◽  
International Assessment

Purpose —Prominent at the intersections of national educational agencies, higher education, and international educational performance assessments are two reform standards: “benchmarks” determining optimal student performance, and “empirical evidence” for determining the quality of reform practices. These two notions are often taken as connecting policy and research to effective changes in many countries. The article examines the historical and cultural principles about educational change and its sciences embedded in these standards through examining OECD's PISA and the McKinsey & Company reports that draw on PISA's data. Findings/Originality/Value —First, the reports express salvation themes associated with modernity; that is, the promise of a better future through governing the present. The promise is to provide nations with data and models to achieve social equality, economic prosperity, and a participatory democracy. Second, the promise of the future is not descriptive of some present reality but to fabricate the universal characteristics about society and individuals. The numbers embody social and psychological categories about a desired unity of all students. Third, the “empirical evidence” of the international assessment entails a particular notion of science and “evidence”; one that paradoxically uses the universals in comparing and creating divisions.

scholarly journals Push, Pull and Nudge: The Future of Teaching and Educational Change

2015 ◽  
Vol 9 (1) ◽  
pp. 119-142 ◽  
Author(s):  
Andy Hargreaves
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Educational Change ◽  
Professional Learning ◽  
High Stakes ◽  
Moral Principles ◽  
The Future ◽  
Teacher Collegiality

This paper draws on recent research on teacher collegiality and professional learning communities to unpack the nature, benefits and drawbacks of different forms of collegial relations, especially in circumstances of high stakes reform. In particular the paper examines the relative merits of pulling change by inspiring and enthusing teachers in their efforts by appeal to the moral principles of their work, or pushing change by placing teachers in situations requiring changes in practice in the hope that this will then lead to changes in their beliefs. The paper finds that teachers sometimes have to be drawn or pulled into professional learning communities, and sometimes they have to be driven or pushed by them. However, pulling should not be so weak that it permits no collaboration at all, and pushing should not be so excessive that it amounts to shoving or bullying. Instead, collaboration will often require the nudges of deliberate arrangements to enhance learning.

scholarly journals Systemic Changes in Higher Education

in education ◽  
2012 ◽  
Vol 16 (1) ◽  
Author(s):  
George Siemens ◽  
Kathleen Matheos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Open Access ◽  
Educational Change ◽  
Information Access ◽  
Educational Resources ◽  
Research And Teaching ◽  
Power Shift ◽  
The Future

A power shift is occurring in higher education, driven by two trends: (a) the increased freedom of learners to access, create, and re-create content; and (b) the opportunity for learners to interact with each other outside of a mediating agent. Information access and dialogue, previously under control of the educator, can now be readily fulfilled by learners. When the essential mandate of universities is buffeted by global, social/political, technological, and educational change pressures, questions about the future of universities become prominent. The integrated university faces numerous challenges, including a decoupling of research and teaching functions. Do we still need physical classrooms? Are courses effective when information is fluid across disciplines and subject to continual changes? What value does a university provide society when educational resources and processes are open and transparent?Keywords: higher education; freedom of learners; open access; online learning

scholarly journals Educational Change In Saudi Arabia

2013 ◽  
Vol 10 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Ghaleb Hamad Alnahdi
Keyword(s):  
Saudi Arabia ◽  
Educational Change ◽  
Ministry Of Education ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Fourth Way ◽  
Reform Education

The main goal of this article is to discuss the possibility of adapting the suggestions by Hargreaves and Shirley (2009) in their book "The Fourth Way." This paper will discuss the topic of educational change and reform through three main points. First, it will review the most important advantages and disadvantages that characterize the three periods of change, as presented by Hargreaves and Shirley (2009). Second, it will extract the main principles proposed by Hargreaves and Shirley (2009) as the fourth way (the principles of how education should be changed in the future) and discuss whether or not officials in Saudi Arabia will be able to apply it. Third, it will review the movement of change and reform that has taken place in the Ministry of Education of Saudi Arabia (MESA) in order to reform education.

Educational Change by Design: Creating a School of the Future

2020 ◽  
pp. 155545892097983
Author(s):  
Lisa G. Wyatt ◽  
Benjamin S. Scragg ◽  
Jennifer Y. G. Stein ◽  
Punya Mishra
Keyword(s):  
Educational Change ◽  
Design Process ◽  
Educational Leaders ◽  
Radical Change ◽  
New School ◽  
Managing Change ◽  
The Future ◽  
Grammar Of Schooling ◽  
Traditional Grammar

This case study, framed within a school–university partnership, highlights the tensions inherent to employing design-based approaches for educational change. The case illustrates core tensions between an abductive, open-ended, design-based approach to change versus more traditional (deductive/inductive) approaches to managing change in schools. The design process serves as a way to break away from the traditional “grammar of schooling” (Tyack & Tobin) in a system unaccustomed to radical change. The case highlights the challenges of maintaining fidelity to the design process within a range of logistical and resources constraints, such as the time available to participants to engage in the process, and the difficulty of rapidly prototyping a new school model within an existing educational ecosystem. In the teaching notes, we recommend a theoretical lens and set of questions for educational leaders to reflect on as they consider approaches to educational change in their own settings.

Sign in / Sign up

Export Citation Format

Share Document