A systematic literature review of barriers and supports: initiating educational change at the system level

McLure, Felicity I.; Aldridge, Jill M.

doi:10.1080/13632434.2022.2113050

Cited by 6 publications

(3 citation statements)

References 110 publications

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“…The results also indicated that the changes were too rapid for some schools, especially if the aims were unclear and the team lacked the experience or skills to work collaboratively. Consequently, the pace of change should not be overly fast, as otherwise it could overwhelm the individuals involved and lead to change fatigue, cynicism, stress, and resistance to new initiatives at the teacher level (McLure & Aldridge, 2022). Furthermore, the change process should be flexible, as the school context may also change.…”

Section: Discussionmentioning

confidence: 99%

“…As mentioned earlier, for the facilitation of change to be successful, it must be compatible with ongoing projects and initiatives at the school and should take into account the speed and number of changes that are required (McLure & Aldridge, 2022). Major problems arise when change efforts are implemented simultaneously, the school is focused on other priorities, and coherence between the goals and strategies is not considered.…”

Section: Discussionmentioning

confidence: 99%

“…A recent literature review by McLure and Aldridge (2022) demonstrated that effective reforms begin with system-level alignment and coherence between school goals and needs. The link between new and ongoing changes in schools should be balanced with the flexibility of the school, taking into account the socio-cultural factors present in the context of each school and ending with the capacity of the school leadership to manage change.…”

Section: School Improvementmentioning

confidence: 99%

See 2 more Smart Citations

Fostering Collaborative School Improvement in Estonian Schools

Eisenschmidt,

Kumpas-Lenk,

Vanari

et al. 2024

Journal of School Leadership

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This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face difficulties in improving their pedagogical processes. Six Estonian schools with lower performance indicators participated in the School Improvement Program in 2021–2022. In each school, leaders and teachers formed a team together with two mentors. Supported by university experts, the school teams began working on a topic they chose to improve their students’ learning while simultaneously increasing the school’s leadership capacity by strengthening a collaborative school culture. The results of this qualitative research demonstrate that the arrangement of teamwork and the creation of shared values and goals constitute the key factors in creating a collaborative culture. Collaborative culture can be fostered by composing a stable team, developing routines for collaboration, ensuring open communication among all parties, focusing consistently on the goal, and building trust among participants. The obstacles are resistance to change, an unstable team, no routines for collaboration, a lack of communication, and no commitment to the goal. External support is important for both successful school teams and those facing challenges in the improvement process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: School Improvementmentioning

confidence: 99%

See 1 more Smart Citation

Fostering Collaborative School Improvement in Estonian Schools

Eisenschmidt,

Kumpas-Lenk,

Vanari

et al. 2024

Journal of School Leadership

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Quality Development of Vocational Education and Training in India: Supporting and Restraining Factors

Regel,

Schulte,

Ramasamy

et al. 2024

Internationale Berufsbildungsforschung

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School climate: Using a person–environment fit perspective to inform school improvement

Aldridge,

Blackstock,

McLure

2024

Learning Environ Res

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Strong and consistent findings suggest that a positive school climate is related to improved student outcomes. However, assessment of the school climate rarely considers the environmental fit (or misfit) between individuals' actual or lived experiences and their preferred environment. This study drew on a person-environment fit perspective to examine whether: students’ experiences of the school climate (actual environment) differed from their views of their ideal school climate (preferred environment); the views of the actual and preferred environment differed between schools; and the actual–preferred discrepancy (as a measure of the environmental fit) was related to student wellbeing, resilience and reports of bullying. The results from the analysis of data collected from 993 upper primary school students suggest that outcomes were enhanced when the perceived environment more closely matched the preferred environment. Our study’s findings support using a person-environment fit perspective alongside a socio-ecological approach to inform strategic decisions for school improvement efforts.

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A systematic literature review of barriers and supports: initiating educational change at the system level

Cited by 6 publications

References 110 publications

Fostering Collaborative School Improvement in Estonian Schools

Fostering Collaborative School Improvement in Estonian Schools

Quality Development of Vocational Education and Training in India: Supporting and Restraining Factors

School climate: Using a person–environment fit perspective to inform school improvement

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