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Full-Text Articles in Education
Deep Change Theory: Implications For Educational Development Leaders, Caitlin Martin, Elizabeth Wardle
Deep Change Theory: Implications For Educational Development Leaders, Caitlin Martin, Elizabeth Wardle
Publications
While chapters 1 and 2 explore the promise of theoretical frameworks for making conceptual change that leads to innovative action around teaching and learning in higher education, they also point out the challenges to this kind of work as teams of faculty strive to lead change in their programs and departments after completing the program. To summarize our claims thus far: one of the goals for the HCWE Faculty Writing Fellows Program is to empower faculty who participate to return to their departments to make programmatic changes—changes they identify as central to their work and values and program culture. The …
School Improvement Tool, Australian Council For Educational Research (Acer)
School Improvement Tool, Australian Council For Educational Research (Acer)
School and system improvement
Research shows the powerful impact that school leadership teams can have in improving the quality of teaching and learning. Effective leaders create cultures of high expectations, provide clarity about what teachers are to teach and students are to learn, establish strong professional learning communities, and lead ongoing school-wide efforts to improve teaching practices. The School Improvement Tool describes the practices of highly effective schools and school leaders. The SIT assists schools to review and reflect on their strategies to improve the quality of classroom teaching and learning. It supports school-wide conversations – including with families, school governing bodies, local communities, …
Reform Challenges In School Education, Geoff N. Masters
Reform Challenges In School Education, Geoff N. Masters
School and system improvement
The central thesis of this paper has been that the challenges now confronting schools globally will require fundamental reforms of the external frameworks within which schools work. Today’s challenges to better prepare young people for the future and to ensure that every student learns successfully will not be met by simply expecting teachers to change what they do or by making minor adjustments to current curricula, assessment, examination, reporting and credentialling arrangements. Today’s challenges require deep reforms and a willingness to reimagine—in other words, to ‘transform’ existing learning systems. This is essential because the external frameworks within which teachers and …