The Systemic Change Process in Education: A Conceptual Framework

Joseph, Roberto; Reigeluth, Charles M.

doi:10.30935/cedtech/5968

Cited by 13 publications

(30 citation statements)

References 13 publications

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“…Beberapa model perubahan pendidikan digunakan dalam kajian ini untuk mengkali pelaksanaan KBAT di sekolah. Model C-R-E-A-T-E-R (Havelock, 1977;Havelock & Zlotolow, 1995) (Reigeluth & Garfinkle, 1994).…”

Section: Sorotan Kajianunclassified

Pengajaran KBAT Merentas Kurikulum: Cabaran Guru dalam Pelaksanaan

Andin

M.Z

2023

JPP

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Pengajaran Kemahiran Berfikir Aras Tinggi (KBAT) merentas kurikulum memerlukan semua guru melaksanakan perubahan pendekatan pengajaran daripada berpusat guru kepada berpusatkan pelajar. Guru bukan lagi sebagai pemberi maklumat dan pelajar bukan lagi sebagai penerima yang pasif. Guru perlu menjadi fasilitator pembelajaran dan pelajar perlu aktif dalam pembelajaran. Walau bagaimanapun, kajian lepas mendapati pelaksanaan KBAT kurang berkesan. Oleh yang demikian, kajian ini bertujuan untuk meneroka pengalaman guru terutamanya dalam aspek cabaran yang dihadapi dalam pelaksanaan. Kajian ini dilaksanakan menggunakan pendekatan qualitatif secara indepth interviews bersama 6 orang guru di sekolah menengah. Hasil kajian menunjukkan terdapat empat elemen utama dalam cabaran pelaksanaan KBAT iaitu inovasi, guru, persekitaran dan pemantauan. Elemen inovasi dikaitkan dengan aspek fundamental seperti kerencaman dasar versus keupayaan melaksana. Elemen guru berkisar dengan kesediaan guru seperti pengetahuan dan kemahiran. Elemen persekitaran berkait dengan faktor budaya organisasi seperti budaya kerja, kepimpinan sekolah, motivasi kerja, dan infrasturuktur sokongan. Elemen pemantauan memberi fokus kepada faktor seperti penilaian pencapaian dasar. Hasil kajian ini boleh digunakan bukan sahaja oleh guru sebagai pelaksana, tetapi juga pembuat dasar, untuk tujuan penambahbaikan berterusan agar objektif dasar KBAT dapat dicapai.

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Section: Sorotan Kajianunclassified

Pengajaran KBAT Merentas Kurikulum: Cabaran Guru dalam Pelaksanaan

Andin

M.Z

2023

JPP

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“…The conceptual framework for this article was based on Joseph and Reigeluth's (2010) systemic change process. Joseph and Reigeluth (2010) developed a conceptual framework of systemic change grounded in systems theory, specifically soft systems theory and critical systems theory. Soft systems theory in particular is aligned with the constructivist orientation of the study.…”

Section: Conceptual Framework For Successful Systemic Changementioning

confidence: 99%

“…Owing to the dynamic nature of the world we live in, change in a school system is inevitable. School change can be either piecemeal or systemic (Joseph & Reigeluth, 2010). Piecemeal change is "an approach that, at its worst, does more harm than good and at its best, is limited to creating temporary pockets of 'good' which is not a good system in an educational setting" (Duffy et al, 2006, p. 41).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Challenges in the Introduction and Implementation of Systemic Change in the Nigerian Primary School System

Babajide

Smith

2022

Sage Open

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The Nigerian primary school system has recently undergone a major change. School system change can be either piecemeal or systemic. Systemic change provides a framework for an all-inclusive model of change that relies on locally-driven, system-wide change guided by stakeholders through ongoing collaboration and joint ownership of the change process. Teachers are key roleplayers who can either positively or negatively affect the successful implementation of school system change. This research aimed to explore teachers’ challenges in the introduction and implementation of systemic change in the Nigerian primary school system. We used system theory as the theoretical framework to inform the study. This qualitative study is located in a constructivist research paradigm. One-on-one semi-structured interviews were conducted with teachers. Teachers’ challenges included the non-involvement of stakeholders in the change planning process, incorrect statistical data, inadequate funding, teacher demotivation, poor channels of communication, political influence, misappropriation and embezzlement of funds, and poor monitoring and evaluation of the change. Effective school system change requires a systemic approach to change that encompasses all tiers of a school system. The findings provide insight into how future change in the Nigerian primary school system could be conducted more effectively than in the past.

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“…The theoretical ideals of education as a landscape in a systemic change require concerted stakeholder engagement and ownership of the process, a mindset overhaul related to education, policy, and curriculum designs that are compassionate, inclusive, and environmentally sustainable guided by responsible freethinking. Such a framework needs the diverse landscapes of education in the system to explore how the understanding of violence-free education can lead to educational change and reforms (Roberto & Reigeluth, 2010). In Cameroon's case the understanding of schools in a systemic landscape remains an innovative push that needs systemic reflexivity.…”

Section: Theory Of Education As a Landscapementioning

confidence: 99%

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Tangwe¹

2021

Regards Croisés Afrique-Europe. Cahiers Supplementaires

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This study examines violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values of accessibility, inclusiveness, favorable learning climate, tolerance, and responsible behavior. The government of Cameroon has attempted to uphold these values through legislation. In spite of this position, violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning. The study was to understand the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes and the research question focused on the extent of violence in education. A model was operationalized measuring physical violence, psychological violence, structural violence and sexual violence at school and at home, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The study was designed using a quantitative approach with cross-sectional survey for students. Questionnaires were designed from approved scales which had been adopted to the Cameroonian background by two pretests. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The data collection was approved by the regional authorities. The collected data was transformed by controlling the social background and reflecting different types of experiences of violence. The collected information was analyzed using descriptive statistics (means, standards deviation), and inferential statistics (ANOVA). The results indicate an acute prevalence of school violence. Students in Cameroon are affected by four ways of violence. About 20 % of students feel physical violence and psychological violence. More than half of the students’ experiences structural violence and about 23 % have experiences of sexual violence. As a zero-policy on experienced violence is the wished standard, the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. However, a significant relation between different forms of violence and school grades was not found in this study. In addition, the study shows the poor school quality, and a very discouraging socioeconomic background of students. In the perspective paradigm, the schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge. This requires coordinated and focused action. The study develops a number of suggestions for school practice to overcome this situation and suggests follow-up studies.

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The Systemic Change Process in Education: A Conceptual Framework

Cited by 13 publications

References 13 publications

Pengajaran KBAT Merentas Kurikulum: Cabaran Guru dalam Pelaksanaan

Pengajaran KBAT Merentas Kurikulum: Cabaran Guru dalam Pelaksanaan

Teachers’ Challenges in the Introduction and Implementation of Systemic Change in the Nigerian Primary School System

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

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