Implementation of Educational Innovation

Berman, Paul Schiff; McLaughlin, Milbrey Wallin

doi:10.1080/00131727609336469

Cited by 306 publications

(212 citation statements)

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“…Such leadership studies emphasize instructional leadership as the role of the principal in educational organizations (schools), including practices like supervision that affect classroom improvements, and indirectly affect student outcomes (e.g. Caldwell 1998;Edmonds 1979;Berman and McLaughlin 1976;Hallinger and Murphy 1985;Harris 1992). Across this literature, instructional leadership is an individual and often directive construct (Hallinger 2004).…”

Section: Systems-theoretical and Functionalist Research Into Educatiomentioning

confidence: 99%

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Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Section: Systems-theoretical and Functionalist Research Into Educatiomentioning

confidence: 99%

“…Effective schools research led to the formulation of so-called instructional leadership approaches (e.g. Berman and McLaughlin 1976;Edmonds 1979;Hallinger and Murphy 1985;Lezotte 1979).…”

Section: Systems-theoretical and Functionalist Research Into Educatiomentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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“…The term 'implementation fidelity' is used widely within educational research to imply the degree to which an innovation is 'implemented as intended' so that the outcomes can be defined and assessed (F. Jackson 2012;Munter, Garrison, Cobb, and Cordray 2010;Mowbray, Holter, Teague, and Bybee 2003;Berman and McLaughlin 1976). However, this term tends to underestimate the complexities of the mathematics classroom, particularly where dynamic technology and teaching approaches that exploit their use are being promoted.…”

Section: Interpreting the 'Fidelity' Of Teachers' Classroom Practicesmentioning

confidence: 99%

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices

Clark-Wilson

Hoyles

Noss

et al. 2014

ZDM Mathematics Education

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“…According to Levin, Catlin, & Elson (2005), "How a given reform is implemented, determines its probability of success or failure" (p.22). This finding was echoed by Berman and McLaughlin (1976) in the statement, "The bridge between a promising idea and the impact on students is implementation, but innovations are seldom implemented as intended" (p. 349).…”

Section: Introductionmentioning

confidence: 99%

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

Maniglia¹

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In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The overarching research question guiding this study was: How do grade two team members, support staff and the building administrator in one Massachusetts elementary school perceive the process, structures, fidelity of implementation and impact of an RTI/MTSS model? Sub-questions illuminated factors that facilitated or hindered the implementation process of an RTI/MTSS model. Data was gathered from student assessments, individual interviews, self-report surveys and a focus group discussion.Participants in this study include three grade two teachers, a special educator, a psychologist, a literacy coach and the building administrator. Vygotsky's sociocultural theory, which focuses on socially mediated activities to support learning and development, provided a lens through which to examine the circumstances of the study and inform the findings. Study findings revealed educators understood and embraced RTI/MTSS as a general education initiative that allowed educators to personalize instruction and reduce the number of special education referrals. Results indicated that multiple tiers, assessment, data informed decision making, collaboration, and shared accountability contribute to successful implementation of the RTI/MTSS model. Lack of resources, inadequate planning time, unscheduled additional tiers of instruction, and insufficient trainings challenge implementation. These findings have implications for educational practice and will inform key district stakeholders with the information and data necessary to sustain the RTI/MTSS framework.

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Implementation of Educational Innovation

Cited by 306 publications

References 0 publications

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

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