Pub Date : 2023-10-08DOI: 10.1007/s10833-023-09495-5
Jasmine Alvarado
{"title":"Resituating place within learning in schools as COVID-19 response","authors":"Jasmine Alvarado","doi":"10.1007/s10833-023-09495-5","DOIUrl":"https://doi.org/10.1007/s10833-023-09495-5","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198592","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 : 2023-10-07DOI: 10.1007/s10833-023-09493-7
Beat Rechsteiner, Eva Kyndt, Miriam Compagnoni, Andrea Wullschleger, Katharina Maag Merki
Abstract Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The brokerage concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors ( brokers ) link loosely coupled or disconnected individuals ( brokering ). However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings.
{"title":"Bridging gaps: a systematic literature review of brokerage in educational change","authors":"Beat Rechsteiner, Eva Kyndt, Miriam Compagnoni, Andrea Wullschleger, Katharina Maag Merki","doi":"10.1007/s10833-023-09493-7","DOIUrl":"https://doi.org/10.1007/s10833-023-09493-7","url":null,"abstract":"Abstract Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The brokerage concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors ( brokers ) link loosely coupled or disconnected individuals ( brokering ). However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135253998","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 : 2023-09-14DOI: 10.1007/s10833-023-09490-w
Rachel Cann, Claire Sinnema, Joelle Rodway, Alan J. Daly
Abstract This systematic literature review summarises the research into interventions intended to improve the wellbeing of educators in the early childhood to secondary sectors. A search of articles published between 2000 and 2020 yielded 23 articles that met our inclusion criteria. Studies were included if they collected quantitative or qualitative data about educator wellbeing pre-intervention and post-intervention from the same group(s) of educators. We classified articles into five categories based on their content: multi-foci (several content areas included in a program), mindfulness, gratitude, professional development (classroom practice oriented), and physical environment. The articles revealed wide variations in: wellbeing theories underpinning interventions, the phenomena measured, and the effectiveness of the interventions. In some studies wellbeing was conceptualised as the absence of negative states (such as stress), in other studies to the presence of positive states (such as satisfaction), and in a few studies as the combination of both these approaches. Some of the gaps noted across the research include the lack of attention to the role of the school climate in determining the success of an intervention, and the lack of analysis to explore whether interventions work better for some individuals than others (for example, a lack of reporting of the characteristics of participants who drop out of the interventions). Overall, the multi-foci interventions show the most promise for improving educator wellbeing.
{"title":"What do we know about interventions to improve educator wellbeing? A systematic literature review","authors":"Rachel Cann, Claire Sinnema, Joelle Rodway, Alan J. Daly","doi":"10.1007/s10833-023-09490-w","DOIUrl":"https://doi.org/10.1007/s10833-023-09490-w","url":null,"abstract":"Abstract This systematic literature review summarises the research into interventions intended to improve the wellbeing of educators in the early childhood to secondary sectors. A search of articles published between 2000 and 2020 yielded 23 articles that met our inclusion criteria. Studies were included if they collected quantitative or qualitative data about educator wellbeing pre-intervention and post-intervention from the same group(s) of educators. We classified articles into five categories based on their content: multi-foci (several content areas included in a program), mindfulness, gratitude, professional development (classroom practice oriented), and physical environment. The articles revealed wide variations in: wellbeing theories underpinning interventions, the phenomena measured, and the effectiveness of the interventions. In some studies wellbeing was conceptualised as the absence of negative states (such as stress), in other studies to the presence of positive states (such as satisfaction), and in a few studies as the combination of both these approaches. Some of the gaps noted across the research include the lack of attention to the role of the school climate in determining the success of an intervention, and the lack of analysis to explore whether interventions work better for some individuals than others (for example, a lack of reporting of the characteristics of participants who drop out of the interventions). Overall, the multi-foci interventions show the most promise for improving educator wellbeing.","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135488348","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 : 2023-08-29DOI: 10.1007/s10833-023-09492-8
Joelle M. Pedersen, Caitlin E. Long, Trista Hollweck, Min Jung Kim
{"title":"Professional learning in global networks: Lessons from ARC","authors":"Joelle M. Pedersen, Caitlin E. Long, Trista Hollweck, Min Jung Kim","doi":"10.1007/s10833-023-09492-8","DOIUrl":"https://doi.org/10.1007/s10833-023-09492-8","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46775745","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 : 2023-08-23DOI: 10.1007/s10833-023-09489-3
Kathryn Schiller, K. Wilcox, Aaron Leo, Maria I. Khan, José Antonio Mola Ávila
{"title":"“I was on an Island”: COVID-19 impacts on educator collegiality","authors":"Kathryn Schiller, K. Wilcox, Aaron Leo, Maria I. Khan, José Antonio Mola Ávila","doi":"10.1007/s10833-023-09489-3","DOIUrl":"https://doi.org/10.1007/s10833-023-09489-3","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":"24 1","pages":"1099-1110"},"PeriodicalIF":2.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828322","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 : 2023-08-23DOI: 10.1007/s10833-023-09491-9
R. Santagata, A. Villavicencio, C. Wegemer, Lora Cawelti, Brandy Gatlin-Nash
{"title":"“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic","authors":"R. Santagata, A. Villavicencio, C. Wegemer, Lora Cawelti, Brandy Gatlin-Nash","doi":"10.1007/s10833-023-09491-9","DOIUrl":"https://doi.org/10.1007/s10833-023-09491-9","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47842353","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 : 2023-07-26DOI: 10.1007/s10833-023-09486-6
Kay E. Ramey, Jaakko Hilppö, R. Stevens
{"title":"Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States","authors":"Kay E. Ramey, Jaakko Hilppö, R. Stevens","doi":"10.1007/s10833-023-09486-6","DOIUrl":"https://doi.org/10.1007/s10833-023-09486-6","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45023791","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 : 2023-07-17DOI: 10.1007/s10833-023-09487-5
K. Makar
{"title":"Primary teachers’ early and retrospective instructional vision of mathematical inquiry","authors":"K. Makar","doi":"10.1007/s10833-023-09487-5","DOIUrl":"https://doi.org/10.1007/s10833-023-09487-5","url":null,"abstract":"","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43787873","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}
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