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Showing all 13 results Save | Export
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Wilcox, Kristen Campbell; Lawson, Hal A. – Journal of Educational Change, 2018
This multiple case study investigated 143 teachers' responses to focus group questions about their experiences with the simultaneous implementation of three disruptive innovations as part of the U.S. Race-to-the-Top (RTTT) agenda: the Common Core Learning Standards, data-driven instruction, and annual professional performance reviews. We asked:…
Descriptors: Teacher Evaluation, Teacher Empowerment, Teacher Effectiveness, Self Efficacy
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Lee, Daphnee Hui Lin; Lee, Wing On – Journal of Educational Change, 2018
This mixed-methods study employed Hargreaves and Fullan's (Professional capital: transforming teaching in every school, Teachers College Press, New York, 2012) concept of professional capital to re-examine whether professional learning communities (PLCs) transformed instructional practices in contexts that endorse hierarchical cultures. PLCs that…
Descriptors: Educational Change, Communities of Practice, Transformative Learning, Educational Practices
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Philpott, Carey; Oates, Catriona – Journal of Educational Change, 2017
Many researchers claim that there is a compelling weight of evidence for the effectiveness of PLCs in promoting teachers' learning and pupil achievement. However, others raise fundamental questions about their nature and purpose. Some of the uncertainties about the nature and purpose of PLCs relate to the ways in which the macro-context of…
Descriptors: Faculty Development, Communities of Practice, Educational Change, Neoliberalism
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Mintrop, Rick; Charles, Jessica – Journal of Educational Change, 2017
Group formation studies are rare in the literature on teacher professional learning communities (PLCs). But they are needed to render realistic scenarios and design interventions for practitioners who work in schools where teachers encounter distress and social adversity. Under these conditions, we may need approaches to PLC development that are…
Descriptors: Communities of Practice, Teamwork, Teacher Collaboration, Disadvantaged Schools
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Cooper, Kristy S.; Stanulis, Randi N.; Brondyk, Susan K.; Hamilton, Erica R.; Macaluso, Michael; Meier, Jessica A. – Journal of Educational Change, 2016
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex…
Descriptors: Teacher Leadership, Urban Schools, Teaching Methods, Communities of Practice
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Rincón-Gallardo, Santiago – Journal of Educational Change, 2016
This article examines how and under what conditions a new pedagogy can spread at scale using the Learning Community Project (LCP) in Mexico as a case study. Started as a small-scale, grassroots pedagogical change initiative in a handful of public schools, LCP evolved over an 8-year period into a national policy that spread its pedagogy of tutorial…
Descriptors: Educational Change, Mexicans, Teaching Methods, Public Schools
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Mayer, Anysia; Woulfin, Sarah; Warhol, Larisa – Journal of Educational Change, 2015
Intermediary organizations' coaches are utilized to support and develop principals and teachers as they seek to bring about substantive school improvement. This study presents a qualitative case study of one coach engaged as an intermediary of a school reform organization, the Together Initiative (TI). To investigate how this coach enacted TI…
Descriptors: Urban Schools, Educational Change, Educational Improvement, Educational Practices
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Bennett, Jeffrey V.; Ylimaki, Rose M.; Dugan, Thad M.; Brunderman, Lynnette A. – Journal of Educational Change, 2014
This mixed-method study examines Arizona principals' capacity-building skills and practices in Tier III schools aimed at developing potential for sustained improvements in student outcomes. Data sources included surveys (62 individuals) and semistructured interviews (29 individuals) of principals and staff (e.g. teachers, instructional coaches,…
Descriptors: Capacity Building, Mixed Methods Research, Principals, Semi Structured Interviews
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Castelijns, Jos; Vermeulen, Marjan; Kools, Quinta – Journal of Educational Change, 2013
Many innovations in education are not completed, even if they are well thought out in advance. One of the main causes is the organization's lack of learning ability, combined with a shortage of teachers' and students' ownership with respect to the renewal of ideas and design. In communities of learners, teachers and students…
Descriptors: Cooperative Learning, Communities of Practice, Elementary Schools, Elementary School Students
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Wells, Caryn M.; Feun, Lindson – Journal of Educational Change, 2013
This paper documents the progress of eight middle schools, four from one school district, and four from another that were engaged in the process of implementing Professional Learning Community (PLC) concepts. The descriptive study used quantitative and qualitative information gathered in a standardized, open-ended interview with the teachers and…
Descriptors: Educational Change, Middle Schools, Likert Scales, School Districts
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Lopez-Yanez, Julian; Sanchez-Moreno, Marita – Journal of Educational Change, 2013
The need for innovation in the Spanish educational system has become more evident in the wake of the last PISA reports. To find our own way to achieve better schools we "must" take advantage of what schools that managed to sustain changes over time have learnt from such a process. This paper reports on findings from an inquiry that tried…
Descriptors: Innovation, Teaching Methods, Foreign Countries, Educational Change
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Beatty, Brenda – Journal of Educational Change, 2011
Based on reflections from over a decade of research, scholarship, and programmatic applications, this article provides evidence of impact from the work of Professor Andy Hargreaves with a specific focus on his concept of contrived collegiality. Explorations into matters of emotion provided an entry point through which the author has addressed the…
Descriptors: Evidence, Cooperation, Collegiality, Leadership
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Bouchamma, Yamina; Michaud, Clemence – Journal of Educational Change, 2011
This paper presents the results of a study of interviews (N = 17) conducted with members of a community of practice (CP) comprised of school principals, vice principals, and department heads responsible for teacher supervision in their respective schools. This CP met once a month over the course of 2 years to work on adapting the New Brunswick…
Descriptors: Communities of Practice, Teacher Supervision, Collegiality, Principals