Pub Date : 2021-03-17DOI: 10.1007/s10833-021-09420-8
Randi M. Sølvik, Anne E. H. Glenna
{"title":"Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms","authors":"Randi M. Sølvik, Anne E. H. Glenna","doi":"10.1007/s10833-021-09420-8","DOIUrl":"https://doi.org/10.1007/s10833-021-09420-8","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"23 1","pages":"343 - 369"},"PeriodicalIF":2.8,"publicationDate":"2021-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10833-021-09420-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-27DOI: 10.1007/s10833-021-09415-5
R. Jensen
{"title":"Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts","authors":"R. Jensen","doi":"10.1007/s10833-021-09415-5","DOIUrl":"https://doi.org/10.1007/s10833-021-09415-5","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"23 1","pages":"179 - 196"},"PeriodicalIF":2.8,"publicationDate":"2021-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10833-021-09415-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45499130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-27DOI: 10.1007/s10833-021-09413-7
N. Pantić, Sarah Galey, L. Florian, Srécko Joksimovíc, G. Viry, D. Gašević, Helén Knutes Nyqvist, Krystallia Kyritsi
{"title":"Making sense of teacher agency for change with social and epistemic network analysis","authors":"N. Pantić, Sarah Galey, L. Florian, Srécko Joksimovíc, G. Viry, D. Gašević, Helén Knutes Nyqvist, Krystallia Kyritsi","doi":"10.1007/s10833-021-09413-7","DOIUrl":"https://doi.org/10.1007/s10833-021-09413-7","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"23 1","pages":"145 - 177"},"PeriodicalIF":2.8,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10833-021-09413-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48538674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-15DOI: 10.1007/s10833-020-09407-x
B. Lingard, Aspa Baroutsis, S. Sellar
{"title":"Enriching educational accountabilities through collaborative public conversations: Conceptual and methodological insights from the Learning Commission approach","authors":"B. Lingard, Aspa Baroutsis, S. Sellar","doi":"10.1007/s10833-020-09407-x","DOIUrl":"https://doi.org/10.1007/s10833-020-09407-x","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"22 1","pages":"565 - 587"},"PeriodicalIF":2.8,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10833-020-09407-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48240987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-15DOI: 10.1007/s10833-020-09404-0
Dennis Augustsson
{"title":"Expansive learning in a change laboratory intervention for teachers","authors":"Dennis Augustsson","doi":"10.1007/s10833-020-09404-0","DOIUrl":"https://doi.org/10.1007/s10833-020-09404-0","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"22 1","pages":"475 - 499"},"PeriodicalIF":2.8,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10833-020-09404-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52424910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-15DOI: 10.1007/s10833-020-09402-2
D. Lee
{"title":"Identity grafting for educational change in chinese school systems","authors":"D. Lee","doi":"10.1007/s10833-020-09402-2","DOIUrl":"https://doi.org/10.1007/s10833-020-09402-2","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"22 1","pages":"147 - 156"},"PeriodicalIF":2.8,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10833-020-09402-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52424874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-06DOI: 10.1007/s10833-020-09409-9
K. Leuverink, A. Aarts
{"title":"Changes in teachers’ professional behavior through conducting teacher research","authors":"K. Leuverink, A. Aarts","doi":"10.1007/s10833-020-09409-9","DOIUrl":"https://doi.org/10.1007/s10833-020-09409-9","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"184 1","pages":"61 - 84"},"PeriodicalIF":2.8,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10833-020-09409-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52424984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2021-07-20DOI: 10.1007/s10833-021-09434-2
Thomas Hatch
{"title":"We will now resume our regular programming.","authors":"Thomas Hatch","doi":"10.1007/s10833-021-09434-2","DOIUrl":"10.1007/s10833-021-09434-2","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"22 3","pages":"447-456"},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8294237/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2021-02-18DOI: 10.1007/s10833-021-09417-3
Yong Zhao, Jim Watterston
The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.
{"title":"The changes we need: Education post COVID-19.","authors":"Yong Zhao, Jim Watterston","doi":"10.1007/s10833-021-09417-3","DOIUrl":"10.1007/s10833-021-09417-3","url":null,"abstract":"<p><p>The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"22 1","pages":"3-12"},"PeriodicalIF":2.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7890782/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2020-08-13DOI: 10.1007/s10833-020-09400-4
Steven J Courtney, Bryan Mann
Achieving changes to education practices and structures is a significant issue facing reformers internationally, and researchers have confronted how such changes, and the conditions for these, might be conceptualized. These issues resonate particularly as researchers grapple with imagining a post-COVID-19 landscape where social and educational norms may change. Tyack and Tobin, in their 1994 article 'The "Grammar" of Schooling: Why has it been so hard to change?' argued that several features of the American education system are so persistent as to warrant being understood as the 'grammar' of schooling. In this article, we reconceptualize this 'grammar' by taking seriously Tyack and Tobin's insistence that 'grammar' organises meaning. Starting here, we argue that what they took to be grammatical features are the products and not the producers of meaning. We draw on the cases of the United States and England to argue that four international discourses have performed this meaning-making work: industrialization; welfarism; neoliberalism and neoconservatism. These are the 'grammars' of schooling-and of society. Their discursive products, including age grading and sorting into subjects are, we suggest, 'lexical' features that express the grammar. We use lexical features to explain the multi-directional interplay between discourse and educational feature: the lexical may endure longer than the grammatical, changes to which may be effected and/or legitimated through appealing to a lexical feature. We conclude by outlining key implications for realizing and conceptualizing educational change, including for a post-COVID-19 landscape.
{"title":"Thinking with 'lexical' features to reconceptualize the 'grammar' of schooling: Shifting the focus from school to society.","authors":"Steven J Courtney, Bryan Mann","doi":"10.1007/s10833-020-09400-4","DOIUrl":"10.1007/s10833-020-09400-4","url":null,"abstract":"<p><p>Achieving changes to education practices and structures is a significant issue facing reformers internationally, and researchers have confronted how such changes, and the conditions for these, might be conceptualized. These issues resonate particularly as researchers grapple with imagining a post-COVID-19 landscape where social and educational norms may change. Tyack and Tobin, in their 1994 article 'The \"Grammar\" of Schooling: Why has it been so hard to change?' argued that several features of the American education system are so persistent as to warrant being understood as the 'grammar' of schooling. In this article, we reconceptualize this 'grammar' by taking seriously Tyack and Tobin's insistence that 'grammar' organises meaning. Starting here, we argue that what they took to be grammatical features are the products and not the producers of meaning. We draw on the cases of the United States and England to argue that four international discourses have performed this meaning-making work: industrialization; welfarism; neoliberalism and neoconservatism. These are the 'grammars' of schooling-and of society. Their discursive products, including age grading and sorting into subjects are, we suggest, 'lexical' features that express the grammar. We use lexical features to explain the multi-directional interplay between discourse and educational feature: the lexical may endure longer than the grammatical, changes to which may be effected and/or legitimated through appealing to a lexical feature. We conclude by outlining key implications for realizing and conceptualizing educational change, including for a post-COVID-19 landscape.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"22 1","pages":"401-421"},"PeriodicalIF":2.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7424234/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48558793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号