PurposeThe paper seeks to present and assess a conceptual framework and methodology used by schools for engaging with change and determining the scope of change implementation.Design/methodology/approachThe approach employs theories of paradigm change, border pedagogy, and border crossing to frame a school's engagement with the constructs of practice that represent its program of innovation. Documentary, survey, interview, and observation methods are used to gather data about four types of engagement with the constructs: aspiring, reporting, understanding, and practicing. The study applied the methodology to four schools recognized for their technological innovation and broader representativeness of the US educational establishment.FindingsThe methodology established the differential engagement of schools with change and identified a stable relative position of each school on a trajectory from aspiration to practice. These outcomes stand in contrast with findings derived from prevailing methodologies in terms of consistency of stakeholders' perspective within schools.Research limitations/implicationsThe discussion of findings occurs within the context of existing literature about site‐based school reform and the potential of the framework and methodology as a way to engage with change and innovation as well as account for its progress within schools. Limitations include the need for more widespread application of the approach in order to extend its generalizability.Originality/valueThe paper builds on the existing research in the area. It provides new theory and practice for engaging with site‐based innovation. A methodology is provided to assist school leaders and schools to engage, enhance, and evaluate their change processes.
This study reports findings from a matched-comparison, repeated-measure for intact groups design of the mediating effect of a suite of software on the quality of classroom instruction provided to students by teachers. The quality of instruction provided by teachers in the treatment and control groups was documented via observations that were conducted by an independent research team at pre, mid and postintervals of a 225-day study period. Analysis of the data that was generated revealed no statistically significant differences at pretest between the quality of instruction provided by teachers in the treatment and control groups. Over three occasions, no statistically significant differences were found for the control group. Statistically significant differences were found for the overall treatment group at mid and postintervals. Moreover, overall differences between the control and treatment groups were statistically significant at mid and posttreatment including a posttreatment effect size of 1.54. Analysis indicates the treatment had a mediating effect on the quality of classroom instruction and the effect scaled to single and multiple school levels. These results suggest that the field of education's long-standing challenges with improving instructional quality could be resolved by information and communications technology effectively mediating research and practice.A video abstract of this article can be viewed at
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