Evolution in educational change: A literature review of the historical core of the Journal of Educational Change

García-Huidobro, Juan Cristóbal; Nannemann, Allison C.; Bacon, Chris K.; Thompson, Katherine

doi:10.1007/s10833-017-9298-8

Cited by 31 publications

(6 citation statements)

References 66 publications

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“…School leaders are generally familiar with change and most leaders work within systems that would expect a focus on change for the purpose of improving learning. Leadership literature on change is abundant within and beyond the educational sphere (Garcia-Huidobro et al, 2017) and many leadership policy frameworks across nations describe standards and expectations of change leadership for improvement (Hitt and Tucker, 2016). Despite this extensive focus on change, the arrangements and structures of schooling, on the whole, have remained the same (Zhao, 2020) and the disruption to these persistent schooling arrangements caused by the COVID-19 pandemic is the most significant and pervasive to occur since the introduction of mass schooling.…”

Section: Introductionmentioning

confidence: 99%

Leading in lockdown: Community, communication and compassion in response to the COVID-19 crisis

Longmuir¹

2021

Educational Management Administration & Leadership

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This paper examines the ways that Australian school leaders made sense of and responded to situations of crisis and uncertainty that resulted from the COVID-19 global pandemic. The paper draws on a qualitative study of the subjective experiences of eight school leaders and uses a sensemaking theoretical approach applied to crisis leadership to contribute to understanding leadership in unprecedented situations. Data were collected through individual semi-structured interviews undertaken in the middle of 2020. At that time participants were working through significant changes resulting from community lockdowns that required their schools to move to remote provision of education. The findings revealed these school leaders engaged in rapid processes of sensemaking and change implementation. They assessed and managed risks, relationships and resourcing in environments where usual processes of change leadership were not available to them. They reported that their attention was predominantly directed to the well-being of their communities. They noted an increase in the community leadership aspect of their role and the requirement of effective, timely and honest communication. They also demonstrated prospective sensemaking orientations in their capacity to reconfigure for a positive and productive future that could emerge from these disruptive experiences.

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Section: Introductionmentioning

confidence: 99%

Leading in lockdown: Community, communication and compassion in response to the COVID-19 crisis

Longmuir¹

2021

Educational Management Administration & Leadership

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“…Changes in the journal sources of the literature and their volume represent changes in the knowledge structure in the field. It is significant for scholars to provide an efficient reference for scientific research and help identify research hotspots in this field [ 23 ]. Based on this, the journal information was regulated, and it found that ten journals published many research documents related to industrial design education.…”

Section: Resultsmentioning

confidence: 99%

The influence of national policies on the evolution of industrial design education in China

Li¹,

Zhang²,

Wang³

et al. 2023

Heliyon

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“…The field of educational change has contributed to building an understanding of a range of topics, including the role of educators in educational change, implementing and sustaining change, how context shapes change efforts, systemic reform, and the implications of evidence-informed improvement strategies, among many other topics (e.g., Fullan, 2015; Garcia-Huidobro et al, 2017; Hargreaves et al, 2009; Malone, 2015; Peurach et al, 2022; Spillane et al, 2022; Tyack & Cuban, 1995). Research on educational change has illuminated the role of educational policy in establishing accountability systems, mandating new standards, and establishing professional development networks (e.g., Daly & Finnigan, 2016; Darling-Hammond et al, 2017).…”

Section: The Knowledge Basementioning

confidence: 99%

Bridging Educational Change and Social Justice: A Call to the Field

Datnow

Yoshisato

Macdonald

et al. 2022

Educational Researcher

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The education research community, both within the American Educational Research Association (AERA) and beyond, could and should play a critical role in fundamentally transforming educational institutions and systems. Given its complexity, transformative change in education is best undertaken as a collective endeavor. Yet for researchers to be a valuable resource in educational transformation, we will need to bridge knowledge across subfields that currently have limited interaction. Through two illustrative examples, we demonstrate the need to link knowledge on educational change with knowledge on how to create more equitable, anti-racist, and decolonized spaces for formal and informal learning. While operating in different spaces and initiated at different entry points, the two change efforts exemplify a common set of commitments and actionable pathways for achieving transformational change. This article is a call to action for researchers to join together in supporting educational transformation that fundamentally challenges the inequitable arrangements persisting in educational organizations characterized by systemic racism and colonialism. Bridging knowledge bases and being accountable to serve and support communities and their intersectional identities are essential to making deep, scalable changes in education that promote social justice.

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Evolution in educational change: A literature review of the historical core of the Journal of Educational Change

Cited by 31 publications

References 66 publications

Leading in lockdown: Community, communication and compassion in response to the COVID-19 crisis

Leading in lockdown: Community, communication and compassion in response to the COVID-19 crisis

The influence of national policies on the evolution of industrial design education in China

Bridging Educational Change and Social Justice: A Call to the Field

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