Changes In Educational Process Research Articles

Translating government policy into practice: How new UK medical schools enact widening participation.

Increasing the diversity of medical students, or widening participation (WP), is critical for social justice and healthcare delivery, and many governments are setting policies to encourage WP. However, establishing policy is only the first step in an educational change process: we also need to know "how" policy is enacted or how medical schools interpret and put into practice WP policy. Addressing this gap, the aim of this study was to examine policy enactment in six new UK medical schools with an explicit WP mandate. This qualitative study, underpinned by social constructivism, used semi-structured interviews to explore the experiences of key actors (6 Deans and 14 Admissions staff) of putting policy into practice when setting up a new medical school. Data coding and analysis were initially inductive, using thematic analysis. We then applied Ball's theory of policy enactment to organise the data into four contextual dimensions of 'situation', 'professional', 'material' and 'external'. On the surface, there were many similarities across the six schools in terms of the four dimensions. However, how these dimensions interacted illuminated tensions and differences. For example, some schools found themselves increasingly subjected to local and extra-local rule systems, including pressure to follow host university norms and hosts struggling to accept that medical schools are heavily regulated. There were also tensions between the new medical schools and the medical education "establishment", including lack of power and being judged by overly narrow outcomes. Different contexts seem to influence the enactment of WP to medicine in different places, even in the same country, even in medical schools established at the same time. That policy enactment is a complex, non-linear process of enactment is important to acknowledge: context is critical. Our findings will inform future policies and practices that aim to increase WP in medicine.

Recognizing dominant cultures around assessment and educational change in physics programs

Leaders, policymakers, and researchers have called attention to the need to improve critical aspects of physics programs, from teaching and pedagogy to making physics more diverse and equitable. As such programmatic changes are challenging and require a second-order change to be effective, many physics faculty responsible for carrying them out are not equipped with the necessary experience and support to do so. This can result in a significant waste of resources and time. Moreover, while there is a robust body of literature in higher education focusing on institutional and cultural change, there is a limited understanding of the baseline of the culture of physics programs (where physics programs are starting from), a critical aspect that shapes the change effort. Dr. David Craig and Dr. Joel Corbo with the support of the American Physical Society and the American Association of Physics Teachers developed the Departmental Action Leadership Institutes (DALIs) to meet the needs of the physics community by supporting physics faculty to effectively design and implement departmental change focusing on areas needing improvement. In this research project, we developed case studies of five DALI-active physics programs from two DALI cohorts. We use a cultural dynamics lens to document facets of the dominant culture around how physics faculty approach and pursue change work. We see evidence of DALI participants’ growing awareness of taken-for-granted assumptions about educational change processes and assessment practices within their departmental cultures and coming to recognize and value alternative ways of collaborating and enacting change in their local contexts. We found that physics faculty typically approach change work in a rushed and way ignoring the use of formal evidence. In particular, we found that any data collection efforts are the primary responsibility of a single person, rarely becoming the focus of joint attention. Whenever data did receive joint attention, it was approached in a cursory way without meaningfully informing collective change efforts. This study lays the foundation to explore critical aspects of the dominant physics culture that may constrain enacting particular forms of programmatic change. In future work, we document the cultural shifts made by these DALI-active departments around change work. Published by the American Physical Society 2024

Why so many change efforts fail: using paradox theory as a lens to understand the complexity of educational change

ABSTRACT Educational change often fails due to its complexity: differing, even contradictory factors, agents, goals, norms or beliefs are involved. Too often practitioners, researchers and educators try to reduce or even ignore tensions, paradoxes and uncertainties and search for clear procedures and the one and only best solution in achieving the foreseen change. In this article, we discuss a valuable theoretical framework from organizational science, paradox theory, to understand why many change efforts fail and how to enhance the effectiveness and sustainability of change. We propose that (1) educational change is characterized by complexity; (2) that change therefore is inherently associated with tensions and paradoxes; (3) that paradox theory can help to understand and improve complex educational change by 3a) providing a lens to recognize, label, and acknowledge paradoxes and their interactions and 3b) investigate how to handle these paradoxes to foster effective and sustainable educational change (i.e. to find a dynamic equilibrium). Based on these important lessons we propose a three-step model to investigate and improve educational change processes.

A Dialectical Perspective on an Institutional Change Process in Higher Education

A Dialectical Perspective on an Institutional Change Process in Higher Education

Caveats for change: exploring pre-service teachers’ concerns regarding change

ABSTRACT Notable within the rhetoric of recent global reform trends is the (re)positioning of teachers from peripheral to critical stakeholders in educational change processes. Responding to this imperative, programmes of Initial Teacher Education (ITE) are now frequently tasked with promoting teacher agency as a core dimension of teaching. Yet, much evidence points to a persistent tension between renewed visions for teacher engagement and agency as part of global curriculum reform processes and the associated enactment of such visions. While teachers’ concerns related to individual reforms are increasingly detailed, less attention is paid to teachers’ views regarding change as a process. Premised on the conviction that better understanding and attention to teachers’ concerns related to change, holds the potential to support more authentic, impactful and sustainable reform developments, this paper explores the reflections of 53 Irish pre-service teachers on their openness to change and examines the caveats they attach to their engagement in and with change. Reflexive thematic analysis identified a range of caveats pre-service teachers attach to their engagement in and with change. Consideration of these caveats by policy makers and initial teacher education providers may support teachers to engage more deeply with change.

Community Resilience Processes in Schools with Roma Students during COVID-19: Two Case Studies in Spain

The aim of this paper is to describe coping strategies for difficulties generated by the COVID-19 pandemic in schools categorized as “highly vulnerable” in Spain, mainly focusing on children from immigrant and Roma families. Within the framework of a broader research study, we focus our gaze, as a case study, on two schools using in-depth interviews with its principals. These two schools were chosen as case studies because they had shown a history of carrying out documented educational change processes for at least 3 years before the pandemic. Our analytical strategy was a qualitative content analysis of a deductive–inductive nature. The results of our study can help identify key elements for the mechanisms of “Community Socio-Educational Resilience” and show that the innovative educational strategies tested by schools in the periods prior to the pandemic facilitated the generation of specific strategies for addressing problems arising from the pandemic. These strategies contributed to cushioning the increased inequality generated by the pandemic, contributing to the social sustainability of the educational and community system.

Value of implementation science and hybrid implementation research designs for nursing education research: A discussion paper

IntroductionNursing education research is complex and contextualized. The evaluation and impact of educational innovations on students, educators, and educational outcomes are influenced by the complexity of environments. Most interventional research in nursing is designed and implemented without considering the behavioral and contextual issues affecting educational innovations, uptake and change processes, and outcomes. Implementation science has emerged as a valuable methodology for designing and conducting interventional research that has the potential to translate evidence and innovations quickly into practice. PurposeThis paper aims to explore the value of implementation science theories, models, and frameworks and hybrid designs for interventional nursing education research and illustrate how these can be used in nursing education research. MethodsA brief overview of implementation science, the various types of theories, models and frameworks and Hybrid designs are provided. Illustrative examples demonstrating the incorporation of these methodologies in interventional nursing education research are provided. ResultsA brief overview of implementation and its key concepts namely context, implementation strategies, fidelity, outcomes, adaptation, and sustainability is provided. Three types of hybrid designs are discussed with examples in nursing education research. DiscussionThe implications of implementation science for nursing education research are: a) Accelerating uptake of innovations to improve educational outcomes, b) targeting systematic change in individual and organizational behaviour and c) ensuring the sustainability of teaching and learning innovations. ConclusionIncorporating implementation science in nursing education research can optimize the uptake of educational innovations in practice in a sustainable manner. Nurse educators should equip themselves with implementation science skills and develop competencies to enhance the delivery of effective and quality nursing education.

COMPETENCE OF TEACHERS IN TEACHING AND LEARNING OF SOCIAL SCIENCE TEACHERS IN SCHOOL TOWARDS THE IMPROVEMENT OF TEACHER PROFESSIONALISM

Competence is a combination of three main aspects, namely the knowledge, skills and attitudes that a person must have to perform a task perfectly. This study was conducted to survey teachers' level of knowledge and skills in teaching and learning as these teachers consist of a group of non-option teachers. This study uses a quantitative approach in which the survey method by using a 4 -point Likert scale questionnaire as a research instrument. The study sample involved was a total of 96 people selected by simple random sampling using the Krejcie & Morgan Sample Size Determination Table. The data will be analyzed using Statistical Package for The Social Sciences (SPSS) version 26. Descriptive analysis is used to obtain the mean value, standard deviation, frequency and percentage to see the demographics of the study and see the level of teacher competence in teaching effectiveness and the learning of social science teachers in schools towards the improvement of teacher professionalism. Findings of the study show that teachers 'competencies as a whole are at a moderate level (Value of Teacher Professionalism = 3.44, Teachers' competence in teaching and learning = 3.43 & Practice of teacher teaching effectiveness during teaching and learning = 3.39). The study suggests that the development of teachers to build and strengthen better levels of competencies (professional values, teacher competencies and effectiveness practices) for the teaching and learning process can be achieved for the metamorphic process of educational change.

Art, sustainability and partnerships

Viewing sustainability as a process rather than a goal places artists, designers and art educators in a key position to contribute to sustainability. Following Anthony Giddens’s theories of structuration and socialization, we can see that established values, world-views, structures, rules and norms influence human behaviour. However, as individuals begin to recognize the potential of reflexivity and ask themselves how change is possible, they learn to modify their behaviour. Art education needs to promote reflexivity in order to contribute to a sustainable process of change. Artistic practices and art education stress the value of shaping the self and our relations with others, and can lead learners to transcend common boundaries through creative thinking and imagining alternative realities. Partnerships forged by art educators amongst themselves and with other stakeholders can create new spaces of experience and empower individuals to achieve change. This Special Issue explores how art educators, activists and artists engage with processes of educational, cultural and political change and embrace sustainability inside and outside school.

Elements of the educational policy model in schools (a systematic review).

Educational policymaking is a kind of public policy that is done in order to achieve the goals of the educational system in fields areas such as education and students' health. The purpose of this study was to determine the components of educational policymaking model in education. The method of the present study is systematic review. This is done using the SPIDER framework. The statistical population of the study included all related Persian and English articles published in the years 2010-2021 consisting of 98 articles that are indexed in ScienceDirect, Sage, Springer, Wiley, Eric, and PMC English language databases and SID, Irandoc, and Magiran Persian language databases. The research sample included 52 articles selected in the article screening stage. The number of Persian language references was 12 and English language references was 40. Sterberg thematic analysis was used for coding the selected texts of articles. Results of coding the selected texts of the articles showed that the components of the educational policymaking model are included in 11 themes: quiddity of policy and public policy, educational policy's necessity, quiddity of educational policy, process of educational policy, consequences, factors, obstacles, stakeholders, evaluation criteria, and change in educational policies. Paying attention to all the dimensions and factors interacting in educational policy can lead to better education and improve the quality of education in all dimensions, especially in the field of health education.

“Sekolah Penggerak” and Centers of Excellence

School programme mover is effort for realize vision education in Indonesia and aims for develop participant teach Pancasila for realizing an advanced Indonesia with character independent, independent and character. this program focuses on development results comprehensive learning, include skill and character students, started with source power quality human (head schools and teachers). School Program mover is improvement of the transformation program school before. School Program mover will accelerate public / private schools all over the world condition school for move 1-2 steps more forward. Program done gradual and integrated with ecosystem until whole schools in Indonesia into the School Program Activator. School Program mover have destination for motivate the change process in the unit education so that achievements results study participant educate could experience enhancement in a manner thorough, deep aspect knowledge nor character. This program to use realize Profile Pancasila students.

The Assimilation of a Computerized Pedagogical Management System (CPMS) in Israel

"This article discusses the assimilation process of a Computerized Pedagogical Management System (CPMS), which was developed in Israel in 2006 by Hameiri, and since then has been integrated into 1,680 Jewish and Arab schools throughout the country. It was developed in the aim of utilizing the computer and internet infrastructure to process, report and use real time relevant data to carry out management tasks and data presentation by school principals and staff and to improve school effectiveness. This research seeks to examine the culture’s impact on the assimilation of the CPMS leading to educational change process, relevant to the 21st century. The Participants (N=96) were teachers, coordinators, and principals, 39 from the Arab society and 57 from the Jewish society. The study findings indicate that the extent of assimilation of the CPMS vary between Arab and Jewish schools, with the Arab educational staff reporting a greater degree of assimilation. There is also a greater degree of assimilation in the schools supervised by the Ministry of Education, than in the schools of the Ministry of Labor. At the practical level, the study indicates a need to strengthen the assimilation of CPMS in schools supervised by the Ministry of Labor. Training programs and technological support are needed so they may benefit from this system. Training the parents in all schools - both Jewish and Arab, on the value of CPMS, which provides real-time updates on their child's educational development, and how to use this system is of particular importance."

Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

Research indicating the educational value of classroom dialogue, in which participants engage critically and constructively with other perspectives, is long established but classroom practice evolves slowly. Outcomes of practitioner professional development in this area are inconsistent and often dependent on costly, external input. Our study aimed to understand whether and how practitioner‐led inquiry may offer an alternative, sustainable and scalable way of developing dialogic practices, characterising effective organisational models. The Teacher Scheme for Educational Dialogue Analysis (T‐SEDA) resource pack was designed to support iterative cycles of practitioner inquiry based on systematic analysis of classroom dialogue and reflecting critically with peers, using customisable coding tools and templates. This open resource embeds research findings about dialogue forms that are productive for student learning. We report our design‐based research comprising nested inquiry cycles involving 74 practitioners from early years to tertiary levels. Data were derived from surveys, inquiry reports and interviews. Participants successfully used and adapted the resources for their own goals, needs and diverse contexts across seven countries. The largely autonomous process was typically supported by local facilitators working with groups of practitioners; data analysis focused on illuminating models of institutional organisation of inquiry, uses of T‐SEDA resources, participant perceptions and factors underlying (dis)engagement. The findings offer insights into knowledge mobilisation and educational change processes. They yield design principles for scalability and sustainability based on a non‐prescriptive model of local ownership and facilitation of self‐directed practitioner inquiry and purpose‐driven adaptation in complex educational circumstances.

Experts speaking: Crucial teacher attributes for implementing blended learning in higher education

While blended learning in higher education is valued for various reasons such as addressing students' needs for flexibility, blended learning implementation remains a challenging process. Because the teacher lies at the heart of any educational change process, the current qualitative study investigates crucial teacher attributes for blended learning implementation from the perspective of experts. Experts can analyze deep structures of complex organizational problems and hold process knowledge that can generate practical effect. Twelve expert interviews are conducted and reveal two groups of blended learning teacher attributes: seven adaptive attributes such as realizing a pedagogical need for change or creatively connecting technologies to learning processes, and four maladaptive attributes such as a need for a clear understanding of blended learning or feeling anxious about (the implications of) technology. This study utilizes a holistic approach to identify related teacher attributes that critically influence the implementation of blended learning in higher education.

Irritationen des professionellen Habitus?!

In diesem Beitrag werden Aufbau und erste relevante Befunde einer qualitativen Untersuchung zum professionellen Habitus der Lehrkräfte in der Erwachsenenbildung präsentiert. Ausgangspunkt ist der durch die Behindertenrechtskonvention (BRK) geforderte Wandlungsprozess der Umsetzung einer Inklusiven Erwachsenenbildung. Im Zentrum der Untersuchung steht die Rolle des professionellen Habitus, den dieser im Wandlungsprozess einnimmt. Unter Inklusiver Erwachsenenbildung wird das gemeinsame und gleichberechtigte Lernen von behinderten und nichtbehinderten Teilnehmenden verstanden und bezieht sich in diesem Fall auf Alphabetisierung und Zweiten Bildungsweg. Die übergeordnete Forschungsmethodik ist das Vorgehen nach der Grounded Theory. Das Ziel ist, ein besseres Verständnis für die mit dem professionellen Habitus verbundenen Mechanismen im Wandlungsprozess der Erwachsenenbildung zu entwickeln. Die Untersuchung ist ein Teilprojekt, das als Dissertationsvorhaben im Forschungsprojekt »Inklusive Bildung in der Alphabetisierungspraxis und im System des Zweiten Bildungswegs – Qualifikationen, Kompetenzen und Bedarfe des pädagogischen Personals« (INAZ) angesiedelt ist.

Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh

Educational change processes targeting English language teaching are in effect around the globe, so it is not uncommon to find publications in journals or presentations at conferences that report on aspects of the process of educational change in international contexts. However, it is not very common to find an entire book that walks the reader through the change process involved in designing, implementing, and institutionalizing a successful educational innovation and that addresses how this is done at scale. This is the case of Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh, edited by Ian Eyres, Robert McCormick, and Tom Powers, which reports on the English in Action (EIA) project in Bangladesh. The project was funded by UK aid through the Department for International Development (DfID) and managed by Cambridge Education, with the involvement of the Open University as technical lead. In the introduction the editors present the aim of the book as providing ‘a detailed, analytical and critical account of the EIA teacher development project, setting out lessons learned during the ten years of implementation’ (p. 1). The remaining chapters are then arranged in four parts, each of which is guided by a framing question and incorporates the views of active members of the innovation team as well as local stakeholders who participated in the project. Each part also incorporates narratives relevant to the planning, implementation, and evaluation of the project, and concludes with a chapter written by a critical author, thus providing an analysis of the innovation together with an external perspective. These section-ending chapters also contain a ‘Looking Forward’ section in which authors pose potential ways forward and hurdles the project may face in the future.

English Teachers' Views on Important Factors and Problems of Educational Change

With recent developments, there have been so many changes in many fields. It is inevitable that educational system has also changed a lot in Turkey. In this respect, this study aims to examine the English teachers’ views on the implementation stage of the educational changes. To achieve this aim, qualitative research methodology was followed. Purposeful sampling was used and 84 English teachers participated in the study. To elicit English teachers’ responses about the most important factors for implementing educational change and the most common problems faced during the implementation process of educational change, two open-ended questions were directed to the participants using Google Forms document. Qualitative data collected from 84 English teachers were analysed using content analysis, and the themes and codes were categorized for each question. The findings indicated that according the teachers, the most important factors for a successful change are leaders, teachers, students, parents, and other factors such as educational system, and facilities, etc. Most of the participants believed that being open to improvement, and interacting with one another are key to successful educational change. As for the most frequently faced problems; the inadequacy of capacity building, the lack of cooperation between teachers, principals, parents and the society; negative attitudes, and resistance to change; lack of job satisfaction and motivation; inconvenience of schools’ physical conditions were noted by the participant teachers. As the most striking suggestion, change planners and policy makers should take classroom teachers’ needs and expectations into consideration before determining educational changes. Further implications and suggestions were presented at the end of the study.

Stressors among medical college undergraduates

Background: Medical colleges are accountable for training medical students to have sound knowledge and ability before they take up the professional responsibilities. Therefore, medical colleges typically use a curriculum of orations, simulations supervised practice, mentoring, and hands-on experience to enhance undergraduate's skill. In such a process unfortunately few areas of the training process have unintentional negative effects on student's physical and mental health. Aims and Objectives: The aim of this study is to assess stressors among medical undergraduate students. The objectives of this study are i. To compare stressors among government medical college. Undergraduates and private medical college undergraduates. ii. To compare stressors among gender. iii. To compare stressors among various years of study. Materials and Methods: This cross-sectional study consisted a sample size of 1568 participants who are undergraduate students from various medical colleges across India. The samples were drawn using convenience sampling method. The Medical Student Stressor Questionnaire (MSSQ) was the tool used to collect data for this study. Results: Academic Related Stressors (Mean score = 2.156) was higher in medical college undergraduates followed by teaching and learning related stressors, group activities related stressor, Interpersonal and intrapersonal related stressors, social related stressors and Drive and desire related stressors with mean scores of 1.711, 1707, 1.599, 1.385 and 1.243 respectively. Conclusions: Academic stress was the most broadly source of stress found and thus most often contributed to overall stress scores. Females show more stress as compared to males. Private medical college undergraduates had more medical stress compared to government medical undergraduates. Final year undergraduates had more medical stress followed by first year. This needs attention towards curriculum change process in medical education.

Systemic change policy in higher education in Ukraine

Education as a public good has an important state-making function. The state of the education systemdepends on sound educational policy, the competence of state decisions and properly placed emphasisin determining strategic priorities. Achieving new quality and development of the national educationsystem is impossible without equally significant changes in the system, processes and mechanisms ofpublic education management. Comprehensive educational reform is implemented at the level of specificeducational institutions and institutions, and requires both organizational and individual readiness toimplement a new one.The main disadvantages of state education policy as a tool for ensuring the constitutional right toeducation in modern Ukraine can be identified: lack of real decentralization of education management, lackof conditions for effective and systematic participation of the public in the decision making process onimproving the quality of education, ensuring its accessibility, free of charge, social protection , the misuseof funds in the education sector.The author analyzes procedural features and important tools for managing organizational change (atthe institution of higher education) based on expert survey data. Based on the work of well-known modernchange management theorists, the author outlines the logic and sequence of procedures for the preparationand direct implementation of educational change. The author argues that the low success rate of educationalchanges in the national realities at the level of institutions, educational institutions is caused by incompleteadherence to the sequence of management support procedures and neglect of many appropriate tools for theconsistent preparation of the educational change process.

How To Get Your Clinical Teaching Team Ready For Curriculum Change: A Practical Guide.

Our health care system is constantly adapting to change at an increasingly rapid pace. Unavoidably, this also applies to the field of medical education. As a result, clinical teaching teams face the challenging task of successfully implementing the proposed changes in daily practice. It goes without saying that implementing change takes time and that you need to be patient. However, a successful change process needs more than that. Change models or strategies could offer a helping hand. The questionnaire Specialty training’s Organizational Readiness for curriculum Change (STORC) is a tool aiming to do just that. With a focus on readiness for change, this questionnaire tries to support implementation efforts in PGME. Additionally, since change is a team effort, it focusses on clinical teaching teams particularly. In this paper, we offer a practical guide for clinical teaching teams on how to deal with any concerns or hurdles detected in any of the core elements of readiness for change, in order to smoothen and support the educational change processes these teams are confronted with.