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Session Type: Paper Session
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
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