Journal of Educational Change (J Educ Change)

Publisher: Springer Verlag

Journal description

The Journal of Educational Change is an international professionally refereed state-of-the-art scholarly journal reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation reform and restructuring school improvement and effectiveness culture-building inspection school-review and change management. It examines why some people resist change and what their resistance means. It looks at how men and women older teachers and younger teachers students parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social economic cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines including history psychology political science sociology anthropology philosophy and administrative and organizational theory and from a broad spectrum of methodologies including quantitative and qualitative approaches documentary study action research and conceptual development. School leaders system administrators teacher leaders consultants facilitators educational researchers staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.

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Website Journal of Educational Change website
Other titles Journal of educational change (Online)
ISSN 1389-2843
OCLC 44111707
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as arXiv.org
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Teachers have the largest school-based influence on student learning, yet there is little research on how instructional practice is systematically distributed within tracking systems. We examine whether teaching practice varies significantly across track levels and, if so, which aspects of instructional practice differ systematically. Using multilevel modeling, we find that teachers of low track classrooms provided significantly less emotional support, organizational support, and instructional support to students in their classes than did teachers of high track classrooms. Mathematics classes were also observed to have higher quality instructional support for both content understanding and analysis and problem solving than English classes. We develop cases illustrating how small but significant differences in instructional quality are associated with substantially diverging lived experiences for students in high and low track classes.
    No preview · Article · Feb 2016 · Journal of Educational Change

  • No preview · Article · Jan 2016 · Journal of Educational Change
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    ABSTRACT: This paper introduces the knowledge path concept to research on curriculum change. Vis-à-vis existing inquiries into curriculum making, the paper explores the usefulness of the knowledge path concept in an empirical analysis of curriculum change that primary education in Turkey underwent at the turn of the century. Based on the documentary interpretation of expert interviews and other material, the paper enquires into the processes that instigated and enabled the curriculum change and rendered it durable. This concept may contribute to four previously identified research approaches to curriculum change: empirical case studies, ideology-critical and New Institutionalist inquiries, and a focus on organizational politics. It emphasizes the significance of time and sequentiality during change processes and underpins the differentiated power of actors.
    No preview · Article · Jan 2016 · Journal of Educational Change
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    ABSTRACT: The purpose of the study was to explore the nature and stages of concerns that teachers at Lebanese private schools underwent as a result of the change initiative they implemented (whether organization-based or curriculum-based accreditation), and to find out the relationship that existed between these concerns and other variables like gender, the experience of the teachers, in addition to the type of change they experienced. The sample of the study included nine schools and 234 teachers. Statistical methods included descriptive statistics, multivariate analysis of variance, and univariate analyses using the post hoc Scheffe test at a confidence interval of 95 %. The results showed that teachers at Lebanese private schools displayed different types of concerns at various stages. The concerns were related to the Self, the Task, and the Impact. They also showed concerns at the awareness, informational, personal, management, consequences, collaboration, and refocusing stages. These concerns varied depending on the teachers’ total years of experience, years spent at the current school, years of involvement in the change initiative, and the type of change they underwent, but not according to their gender.
    No preview · Article · Jan 2016 · Journal of Educational Change
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    ABSTRACT: Following the post-election violence in Kenya an attempt to bring about educational change through a peace education programme was launched by the MoE, UNICEF and UNHCR. The programme, which was aimed at building peace at the grassroots level, targeted the areas most affected by the post-election violence. Teaching plans were designed for all levels in primary school, and teachers and head teachers at schools in the Rift Valley were trained in the materials. Whereas the MoE assumed that the schools, having recently experienced the post-election violence, would have an innate motivation to implement the programme, this paper argues that the reality on the ground was more complicated. The formation and the implementation of the programme will be analysed from the perspective of policy makers and school populations. The paper argues that there are challenges related to additive and reactive peace education policies. Further, the paper argues that perceived relevance, school location, school leadership and perceived policy influenced the implementation processes on school level. In sum, the paper argues that the top-down approach taken when designing and implementing the programme led to less impact than the programme otherwise could have had, due to the lack of adjustment to local school contexts.
    No preview · Article · Jan 2016 · Journal of Educational Change
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    ABSTRACT: This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.
    No preview · Article · Nov 2015 · Journal of Educational Change
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    ABSTRACT: Perhaps the most daunting challenge in building good educational systems is generating quality practice consistently across classrooms. Recent work has suggested that one way to address this dilemma is by building an educational infrastructure that would guide the work of practitioners. This article seeks to build upon and complicate this work on infrastructure by examining why two very different schools are able to achieve consistency of practice where many other schools do not. Findings suggest that infrastructure is not self-enacting and needs to be coupled to school level design in ways that are coherent and mutually reinforcing if infrastructure is going to lead to consistency of outcomes. At the same time, we find that the schools differ substantially in their visions of knowledge, learning, and teaching (purposes), which in turn imply very different kinds of organizational structures (practices). In conclusion, we suggest that the notion of infrastructure is plural rather than singular, and that different designs are appropriate for different pedagogical visions and social contexts.
    No preview · Article · Nov 2015 · Journal of Educational Change
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    ABSTRACT: This study explored a formal structure, the cohort model that a decentralized district put in place over a decade ago. Schools were clustered into cohorts to facilitate professional development for leadership teams for all 44 schools within the district. Drawing upon Senge’s components of organizational learning, we used a single case study design with two embedded units to examine how a district created opportunities for organizational learning through the cohort model. Our findings revealed how this large district gave considerable autonomy to schools and at the same time created a coherent structure that facilitated both system-wide as well as within cohort professional development. The model also supported formal and informal relationships within cohorts and across the district. Our evidence showed how trusting relationships fostered strong collaboration amongst principals and led to higher levels of social capital and intellectual capital, which in turn enabled the schools and cohorts to practice the components of organizational learning. These schools and the district achieved sustained increases in student achievement.
    No preview · Article · Nov 2015 · Journal of Educational Change
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    ABSTRACT: The purpose of this analysis is to increase understanding of the possibilities and challenges of building educational infrastructure—the basic, foundational structures, systems, and resources—to support large-scale school turnaround. Building educational infrastructure often exceeds the capacity of schools, districts, and state education agencies and, thus, requires collaborating with “lead turnaround partners” with specialized capabilities for such work. However, there is little research to guide the selection or operation of lead turnaround partners. The analysis uses a descriptive case study of one organization with success operating as a lead turnaround partner (Success for All) to develop a framework to guide the selection of lead turnaround partners, support their operations, and structure further research. While base level achievement gains can be realized within 3 years, the analysis suggests that fully establishing school-level infrastructure is estimated conservatively as a 7 years process, and fully establishing system-level infrastructure has been an on-going, 40 year process. The analysis suggests a strong need to balance the rhetorical urgency of “turnaround” with the understanding that building educational infrastructure to improve large numbers of underperforming schools will likely require massive, sustained technical, financial, policy, and political support.
    No preview · Article · Nov 2015 · Journal of Educational Change
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    ABSTRACT: This article presents findings on teachers’ implementation of a reading reform in an urban school district. Findings are based in observation, interview, and document data related to 12 elementary teachers’ responses to a new reading program, the Teachers College Reading and Writing Workshop. Utilizing coupling theory and the concept of routines, the paper presents a nuanced portrayal of classroom-level policy implementation. The paper depicts mini-lessons, independent reading, conferencing, and instructional materials as building blocks of the new reading program, and I expose the intensity of messaging on each of these elements. I use Qualitative Comparative Analysis to analyze teachers’ routines for reading instruction and show that independent reading was a common foundational step in teachers’ workshop routines. This analytic technique answers questions about the combinations of conditions resulting in mini-lesson instruction. This paper extends the research on the implementation of instructional policy and has implications for policymakers, administrators, and teachers.
    No preview · Article · Nov 2015 · Journal of Educational Change
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    ABSTRACT: The global educational landscape continues to change in response to three forces: a new paradigm of curriculum approaches that has shifted from teaching to learning; public demand for evidence of this learning; and decentralization of public schools (Sahlberg in Journal of Educational Change, 12(2):173–185, 2011). These changes have had what many researchers identify as a negative effect on the work of teachers (Cochran-Smith and Lytle in Harvard Educational Review, 76(4):668–697, 2006; Griffin and Scharmann in Journal of Elementary Science Education, 20(3):35–48, 2008; Hargreaves and Shirley in Phi Delta Kappan, 90(2):135–143, 2008; Hill in Educational Evaluation and Policy Analysis, 29(2):95–114, 2007; Jennings and Rentner in Phi Delta Kappan, 88(2):110–113, 2006; McNeil in Contradictions of school reform: Educational costs of standardized testing. Routledge, New York, 2000). One effect is alienation, which may take many forms including disengagement from work, isolation and neglect (Brooks et al. in Educ Policy 22(1):45–62, 2008; Macdonald and Shirley in The mindful teacher. Teachers College Press, New York, 2009; Zielinski and Hoy in Educ Adm Q 19(2):27–45, 1983). In this article, I use data gathered from interviews with teachers and school counselors in a suburban district outside a Rust Belt city to demonstrate that the reach of alienated teaching in the accountability context extends beyond teachers’ own work to impact the entire school community. In particular, I show that alienated teaching further isolates school counselors and teachers, whose work has long been organizationally separate, from collaborative professional relationships and ultimately prevents students from receiving the types of support services they need for postsecondary success.
    No preview · Article · Oct 2015 · Journal of Educational Change
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    ABSTRACT: A central challenge for local education agencies (i.e., school districts in the United States) undergoing reform is to design systems that facilitate instructional improvement. At the core of these systems are educational infrastructures that bolster capacity building efforts and support teaching and leadership practices. Our goal for this special issue is to apply infrastructure as a framework to understand educational change processes across a variety of contexts and levels of the education system (i.e., state, district, school, classroom). Taken together, the articles in this issue reveal how infrastructure can support and/or constrain educational change to the extent that it is deeply connected to, taken up in, and/or transformed by teaching and leadership practice.
    No preview · Article · Oct 2015 · Journal of Educational Change
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    ABSTRACT: Principal leadership is the key to successful implementation of mandated, high-accountability, teacher evaluation systems. Given the magnitude and complexity of change at the school level, understanding principals’ perceptions, responses, and concerns is essential for effective change and support during implementation. Thus, research that considers both principals’ concerns and their perceptions of implementation support contributes to both the scholarship and practice of leadership for change during accountability and reform. This multi-site, 3-year, qualitative study in a Southeastern state used the lens of Hall and Hord’s (Implementing change: patterns, principles, and potholes. Pearson Education, Boston, 2015) stages of concern, from the concerns-based adoption model, to examine K-12 principal perspectives during implementation of new, rigorous, high accountability teacher evaluation policies. Findings from this study increase our understanding of the impact of implementation challenges and change processes on principals charged with leading externally mandated, high stakes innovations. When principals’ knowledge and management concerns are insufficiently addressed, it is difficult for them to move to full and successful implementation. Findings have implications for superintendents, state policy-makers, university faculty in administration preparation programs, and researchers focusing on teacher evaluation, change, and education reform. In addition, this study adds to the literature by examining suburban and rural perspectives, complementing research focused on urban schools and districts.
    Preview · Article · Aug 2015 · Journal of Educational Change