Paving the way for sustainable educational change: Reconceptualizing what it means to make educational changes that last

Hubers, Mireille Desirée

doi:10.1016/j.tate.2020.103083

Cited by 44 publications

(54 citation statements)

References 110 publications

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“…The story of change in education systems in general and in schools in particular is generally a tale of struggle, frustration, and disappointment (Hargreaves & Fullan, 2015;Hubers, 2020;Wolthuis et al, 2020). This is true both of changes imposed from outside and those from within the system.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Extensive studies of processes of change in the field of education document tensions and rivalries between various players: school board members, principals and teachers, parents, and pupils (Blossing, 2016;Hubers, 2020). However, most of the studies focus on internal processes of the education system, particularly on the school as an organisation (Bascia & Hargreaves, 2014) and the roles of the teachers and principal in it (Ganon-Shilon & Schechter, 2019;Sergiovanni, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This study assumes that parental involvement in recent years is growing (Hornby & Blackwell, 2018) and that processes of pedagogical change encounter difficulties in becoming fully realised and sustainable (Hubers, 2020). On the basis of 22 interviews with parents (mostly mothers), principals, and the officials who head the municipality's education system, this study describes the meaning that involvement in pedagogy has for parents.…”

Section: Introductionmentioning

confidence: 99%

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Parental involvement in school pedagogy: a threat or a promise?

Haisraeli

Fogiel-Bijaoui

2021

Educational Review

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This paper brings together two rich bodies of knowledge that have barely intersected in research: parental involvement in the school and processes of pedagogical change. Until now, parental involvement has been studied in many contexts, but references to parental involvement in a school's pedagogy are rare. Management of pedagogical change has also been studied extensively, but mainly by relating to the school as an organisation that functions separately from the community context. This study, conducted in 2019-2021 (including the COVID-19 pandemic period), is based on 22 in-depth, semi-structured interviews with parents, principals, and senior education officials of two elementary schools in Israel that are undergoing pedagogical changes. The schools share some similar demographic characteristics but differ in pedagogy: One is an older school characterised by a traditional pedagogy (including, for example, frontal teaching and standardised evaluation); the other is new and was founded with innovative pedagogy in the spirit of the 21st century (for example, personalised teaching and alternative evaluation). The findings reveal that the parents in both schools are interested in influencing the school's pedagogy, but that they do so in opposite directions: The parents at the more traditional school are interested in promoting innovative learning, while the parents in the innovative school are interested in reintroducing traditional practices. The findings also contribute to the discussion of parental involvement from a gender perspective and the roles of key players. Finally, the article offers initial insights regarding parent-school relations, including the pedagogical aspects, following the COVID-19 pandemic.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Parental involvement in school pedagogy: a threat or a promise?

Haisraeli

Fogiel-Bijaoui

2021

Educational Review

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“…Although research shows that professional development (PD) initiatives that are active, coherent, collaborative and school-based best support teacher learning (Desimone 2009), these types of initiatives tend to have an impermanent and fleeting nature (Bryk 2015;Hubers 2020). Indeed, initiatives that reinforce the existing 'grammar of schooling' are more likely to succeed, and more innovative initiatives that challenge the grammar of schooling often have only localised or temporary success (Tyack and Tobin 1994).…”

Section: Introductionmentioning

confidence: 99%

The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study

Wolthuis

Hubers

Veen

et al. 2021

Research Papers in Education

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This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were held with 21 teachers and 15 school leaders from the 14 schools who participated in the project. Findings show schools reported nine school factors that influenced their (dis)continuation of lesson study after the project: five features of employment (part-time appointment, turnover, (un) planned leave of absence, work location and beginning teachers), three malleable processes (policies on improvement, scheduling and school finances), and one fixed school characteristic (school size). School factors were reported to constrain schools from making lesson study a repeated practice in the school, performing its core features, and ensuring collective attendance. Two narrative portraits revealed that the simultaneous occurrence of school factors made continuing with lesson study especially complex and limited schools' ability to move beyond shortened and simplified initiatives to more rich and meaningful professional development.

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“…Šajos pārmaiņu apstākļos tiek aktualizēta atziņa, ka augstskolām un to mācībspēkiem izglītības ilgtspējības nodrošināšanai ir ne tikai jābūt gataviem ilgtspējīgām pārmaiņām augstākās izglītības vidē, bet arī pašiem šīs pārmaiņas jāuzsāk un jāievieš (Hubers, 2020).…”

Section: Ievads Introductionunclassified

Competitiveness of University Teachers in the Multilevel Environment of Higher Education

Katane

Troskova

2021

SIE

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One of the tasks of modern education is to ensure the sustainability of higher education in the ever-changing environment in the context of globalization and glocalization. Under these conditions, cooperation in higher education is becoming more important as one of the manifestations of competitiveness. Socio-economic changes caused by globalization, internationalization and digitalisation of higher education, as well as the current demographic situation in Europe, including Latvia, raise the issue of the competitiveness of academic staff in a multi-level, multi-context and multifunctional higher education environment. The aim of the study is: based on the interdisciplinary approach, including transfer approach from economics and business sciences to educational sciences, to theoretically substantiate the competitiveness of university teachers in interaction with the multi-context and multi-level higher education environment, as well as the competitiveness of universities. The following research methods were used: study, analysis, and evaluation of scientific literature (theoretical research method); the reflection of own (the article authors') academic and scientific experience (empirical research method). The results of the research show that two tendencies can be distinguished in the substantiation of the competitiveness of university academic staff: 1) economists and business scientists, based on competition theories, use basic knowledge, findings in the development of the substantiation of competitiveness; 2) representatives of educational sciences and psychology develop a philosophical methodological base for research of specialists' competitiveness within their branches of science. In their research, the authors combine both of these approaches in conducting interdisciplinary research. Research results show that the competitiveness of the academic staff can be viewed in several aspects: 1) as a set of different characteristics (qualities) which are considered to be competitive advantages: 2) characteristics of competitive activities manifestations in the higher education environment. Three levels of the higher education environment are important in assessing the competitiveness of university teachers: the level of the local higher education environment (university level), the level of the national higher education environment and the level of the global higher education environment.

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Paving the way for sustainable educational change: Reconceptualizing what it means to make educational changes that last

Cited by 44 publications

References 110 publications

Parental involvement in school pedagogy: a threat or a promise?

Parental involvement in school pedagogy: a threat or a promise?

The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study

Competitiveness of University Teachers in the Multilevel Environment of Higher Education

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