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Implementing and Sustaining Educational Change
Sat, April 18, 12:25 to 1:55pm, Virtual RoomSession Type: Paper Session
Abstract
The papers within this session study qualitatively and conceptually the way in which educational change and reform can be implemented and sustained. Various topics will be addressed including:
- the role of interpretative negotiations
- changing the grammar of schooling at scale
- the design of a tool that sets schools' change process and their unique context center stage.
- the role of cognitive dissonance in teachers' professional development
- the role of self-determination theory and prescriptive/responsive professional development in change processes
Sub Unit
Chair
Papers
The Kaleidoscope: Designing Professional Development Processes That Enable Sustainable Educational Change - Mireille Hubers, University of Twente; Klaas Van Veen, University of Groningen
Changing the Grammar of Schooling Through Social Movement in the Global South - Santiago Rincon-Gallardo, Michael Fullan Enterprises; Tricia Niesz, Kent State University
Implementation of Large-Scale Innovations as the Result of Interpretative Negotiations - Karen Vermeir, University of Leuven; Geert Kelchtermans, University of Leuven
Motivating Teachers for Instructional Reform: Balancing Tensions Between Prescriptiveness and Responsiveness - Kathryn N. Hayes, California State University - East Bay; Ruby Bajo, California State University - East Bay; Christine Lee Bae, Virginia Commonwealth University
Pupil Voice and Its Role in Creating Cognitive Dissonance: The Neglected Narrative in Professional Development - Mia Treacy, Mary Immaculate College