Suchergebnisse

In the past few years, focus group research has been used increasingly in fields different from market research, in which the technique was developed. The application of focus groups in educational research has become particularly useful in evaluation, as an ideal qualitative technique to evaluate viability, to anticipate effects, and to evaluate implementation. This article describes the focus group technique, giving details about the methodological process, and includes a practical application: the study of teachers' perspectives toward the reform about to be applied in the Spanish educational system.

Digital technologies have become deeply implicated in and constitutive of contemporary social life. They are reshaping who we are and how we associate with one another, and are profoundly reconfiguring social relations, processes, and practices in a host of social spheres, particularly education. With Covid-19 further entrenching this implication and accelerating those changes, we are forced to rethink what research is and how it is done. This article presents a step towards researching a changing sociality using social media. Drawing on fieldwork on the digital transformation of Egyptian education, it argues that and showcases how WhatsApp can be systematically used as a qualitative data collection instrument to examine educational change. This article also situates WhatsApp research within digital ethnographic traditions, unpacks emergent methodological challenges and ethical quandaries, and presents potential ways to manage them. In so doing, it problematizes extant methodological categories (such as participation), entrenched dichotomies (such as private/public space), and epistemological questions (such as research temporality). Using a unique case from the Global South at an exceptional time of (educational) change, this article can help researchers as they think about their questions, design their research, conduct their fieldwork, and maneuver an elusive digital landscape. It informs broader methodological discussions within digital sociology and anthropology (of education), digital ethnography, and social media research. It also informs research in other domains like healthcare, geographies beyond the Global South, and platforms with similar affordances like Telegram.

Introduction : the many future directions of educational change / Dennis Shirley -- Social justice and the future of educational change : section introduction / Santiago Rincón-Gallardo -- In the pursuit of freedom and social justice : four theses to reshape educational change / Santiago Rincón-Gallardo -- Curricular and pedagogical perspectives on transnational students within socially just approaches to literacy education / Allison Skerrett -- Social justice, educational change, and escuela nueva / Alfredo Sarmiento and Vicky Colbert -- 30 years after : from "research as praxis" to "praxis in the ruins" / Patti Lather -- The future directions of building professional capital : section introduction / Kristin Kew -- Strong "adult professional culture" : the indispensable ingredient for sustainable school improvement / Jon Saphier -- Realizing professional capital by, for, and with the learning profession : lessons from Canada / Carol Campbell -- Building and sustaining capital in New Zealand education / Jan Robertson -- Leading educational change in socially networked systems / Alan J. Daly -- Systems change : section introduction / Helen Janc Malone -- A comparative view of education system reform : policy, politics, and people / Beatriz Pont -- Experimental research and educational change : methodological insights from the global South / Brahm Fleisch -- Skillsfuture : the future of lifelong learning in Singapore / Pak Tee Ng -- Coherence making : whole system change strategy / Joanne Quinn and Michael Fullan

This paper analyzes over fifteen years of educational change in Indonesia, by examining three major innovations: the Development School Project (PPSP), Project PAMONG, and the "Cianjur" or Student Active Learning Project (CBSA). An assessment of how and why each of these innovations began, developed, and succeeded or failed leads to conclusions about both the changing nature of educational reform in Indonesia and the factors which influence the outcomes. (Centre for the Study of Education in Developing Countries)

This paper reports on two action research projects which explored the challenge of determining the conditions under which use of OER can drive a transformative educational agenda in schooling systems. At St Peter's College in Johannesburg, South Africa, a small pilot study was conducted to explore how to best to adopt new teaching and learning methodologies to encourage greater student engagement and responsibility, and to gauge student and staff reactions to a change in teaching and learning methodologies. It placed heavy emphasis on harnessing OER to enable student-led content creation, with a long-term view of demonstrating that students can use OER to create self-paced learning environments that significantly accelerate their journey through the formal curriculum. In Antigua and Barbuda, the research project considered how to facilitate an entire system to change. It recognised that for change to be effective, it needs to be driven at the systemic level, as these ultimately direct the operations of most public schooling systems. The paper explores the different steps taken, starting from the government's commitment to ICT infrastructure, fostering a policy environment through an ICT in Education policy and an ICT Master Plan to guide procurement and deployment of ICT in schools, and the development of a School ICT integration plan to ensure school's ICT needs and requirements. The research explored the deployment of an OER Virtual learning Environment (VLE) Prototype, and the compilation of an online mathematics 'textbook' from available quality free OER. The paper concludes by highlighting the kinds of systemic actions required for the proponents of OER to build sustained pressure for long-term, educationally effective systemic change.

This paper reports on two action research projects which explored the challenge of determining the conditions under which use of OER can drive a transformative educational agenda in schooling systems. At St Peter's College in Johannesburg, South Africa, a small pilot study was conducted to explore how to best to adopt new teaching and learning methodologies to encourage greater student engagement and responsibility, and to gauge student and staff reactions to a change in teaching and learning methodologies. It placed heavy emphasis on harnessing OER to enable student-led content creation, with a long-term view of demonstrating that students can use OER to create self-paced learning environments that significantly accelerate their journey through the formal curriculum. In Antigua and Barbuda, the research project considered how to facilitate an entire system to change. It recognised that for change to be effective, it needs to be driven at the systemic level, as these ultimately direct the operations of most public schooling systems. The paper explores the different steps taken, starting from the government's commitment to ICT infrastructure, fostering a policy environment through an ICT in Education policy and an ICT Master Plan to guide procurement and deployment of ICT in schools, and the development of a School ICT integration plan to ensure school's ICT needs and requirements. The research explored the deployment of an OER Virtual learning Environment (VLE) Prototype, and the compilation of an online mathematics 'textbook' from available quality free OER. The paper concludes by highlighting the kinds of systemic actions required for the proponents of OER to build sustained pressure for long-term, educationally effective systemic change.

Worldwide, deep societal changes brought by globalization, the expansion of ICT (information and communication technology) and increased cultural and ethnic diversity have entailed an unprecedented rise in interest for post-national and global citizenship models. This has resulted in a growing body of literature from various fields such as education, psychology and philosophy. However, global citizenship seems to be both an attractive and contested concept. Attractive because we all seek to find answers as to how to better live together in a globalized world. Contested because it appears conceptually fragile and difficult to implement in national contexts. In the first part of this editorial, we analyze how it has become a strong focus in educational, political and intellectual discourse. The second part addresses the lack of conceptual clarity as well as the conceptual divides associated with it. The third part describes the possibilities and opportunities of implementing global citizenship in educational landscapes.

In the United States, young people of color are under attack. The school-to-prison pipeline, poverty, and racism are some of the systems of oppression that young people of color navigate. The challenging conditions that youth of color face have historically been met by their powerful resistance. Young people of color have fought for educational equity for decades. In the community in which this research study was situated, social justice youth development (SJYD) workers supported youth as they resisted unjust educational policies. I set out to answer the research question: In urban communities, how do youth workers engage adolescent youth in social justice activism? I found that adult youth workers at People for Change, a SJYD organization, maintained a consistent and multi-layered approach to supporting youth as they engaged in social justice activism. This paper highlights the ways in which adult youth workers (a) networked adult and youth supporters, (b) engaged in action, and (c) co-constructed knowledge with young people of color.