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15.034 - Achieving Educational Change: Understanding Daily Practice and Developing New Methodologies
Fri, April 5, 12:00 to 1:30pm, Metro Toronto Convention Centre, Floor: 200 Level, Room 201CSession Type: Paper Session
Abstract
The papers within this session study the way in which educational change can be achieved from various angles including:
- Interaction patterns of teachers and their students.
- the role of formal and non-formal agents
- the role of priming in influencing teachers' commitment to change.
- the development of the Interpretive Case-based Modeling approach
- the role of education networks.
In addition, the methodologies are diverse, including quantitative (experimental and simulation models), qualitative (documents, interviews, observed conversations) and mixed methods designs.
Sub Unit
Chair
Papers
Networked Systems: The Role of Coordination of Formal and Nonformal Agents for Improving Education — Findings From a Mixed-Method Multiperspectives Longitudinal Study (2013–2017/Phase 1 With Nine Networks and Three Measurement Points) - Stephan Gerhard Huber, University of Teacher Education Zug; Marius Schwander, University of Teacher Education Zug; Giang Hong Pham, University of Teacher Education Zug
The Influence of Anchoring on Teachers' Affective Commitment to Educational Change - Mireille Hubers, University of Twente; Judith ter Vrugte, University of Twente
Producing Multiple-Response Sequences During Whole-Class Talk in the Early Years of Schooling - Christina R. Davidson, Charles Sturt University; Christine J Edwards-Groves, Charles Sturt University
Realizing the Potential of Rural Education Networks as Professional Development and Inspiration for Innovation - Leyton Schnellert, The University of British Columbia; Mehjabeen Datoo, University of Toronto; Paige Fisher, Vancouver Island University
Unraveling the Complexities of Innovation Adoption in Higher Education Teaching Practice Through Interpretive Case-Based Modeling - Irena M White, Flinders University; Lindsey N. Conner, Flinders University; James A. Levin, University of California - San Diego