Quality of Research Evidence in Education: How Do We Know?

Pigott, Therese D.; Tocci, Charles; Ryan, Ann Marie; Galliher, Aaron

doi:10.3102/0091732x211001824

Cited by 10 publications

(4 citation statements)

References 8 publications

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“…Finally, and more generally, is the role of trust and the importance of developing cultures of organizational learning in schools. A culture of organizational learning refers to the habits of searching for new information and ideas, and in conjunction with others, normalizing the notion of experimenting with new ways of working (Kools & Stoll, 2016;Pigott et al, 2021;Schechter & Qadach, 2012). In other words, a culture of organizational learning is one that embraces change, thus making the role of change agents relatively easier.…”

Section: ) Social Network Theory and Social Networkmentioning

confidence: 99%

Teachers as educational change agents: what do we currently know? Findings from a systematic review

Brown,

White,

Kelly

2021

EOR

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Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the successful operation of schools and self-improving school systems. To date, however, there has been no systematic investigation of the nature and role of teacher change agents. To address this knowledge gap, we undertook a systematic review into five key areas regarding teachers as change agents. After reviewing 70 outputs we found that current literature predominantly positions teacher change agents as the deliverers of top-down change, with the possibility of bottom-up educational reform currently neglected.

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Section: ) Social Network Theory and Social Networkmentioning

confidence: 99%

Teachers as educational change agents: what do we currently know? Findings from a systematic review

Brown,

White,

Kelly

2021

EOR

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“…Despite the proliferation of multifarious curriculum reform policies that speak against discrimination and vouch for social justice, many nations continue to be haunted by the ghosts of injustice and inequitable education systems. Pigott et al (2021) asked a germane question that pricks the conscience of policy makers and reform implementation scholars: If our research endeavors are not effectively combating racism in education, providing help as our schools refashion themselves for remote and hybrid teaching, or supporting schools in other ways to address the myriad of equity gaps they face, then what are we doing? (p. vii).…”

Section: Introductionmentioning

confidence: 99%

Curriculum Reform for Social Justice: A Critical Policy Historiography of Transformation in Lesotho, Zimbabwe and South Africa

Chimbi,

Jita

2023

REPAM

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The call for social justice in education has been echoed across the globe for many decades. However, the dual hatchets of racial and social-class segregation have refused to be buried in the 21st century. Inequalities within and across nations remain pervasive and conspicuous. Tapping into the framework of policy genealogy, this theoretical qualitative historiography teases the evolution of curriculum reform in three post-colonial states – Lesotho, Zimbabwe and South Africa. These three nations share a common legacy of British colonialism and unequal access to education anchored in race, social class, gender and other manifestations of injustice. Using primary and secondary documents available in the public domain, the paper traces and juxtaposes post-colonial curriculum policies initiated in search for social justice and how these policies were implemented at school and classroom levels. The grounded theory emerging from this policy historiography is that the genealogy of curriculum reform policies was dictated by historical circumstances and the unique context of each country, rather than deliberate policy sharing among decision-makers in the three post-colonial states. Although reform policy espouses equitable education, the attainment of social justice in the three nations remains largely a mirage. Only children of the new Black elite are enjoying the fruits of post-colonial curriculum reform by attending expensive and generously resourced former White-only schools, but the poor majority remain marginalised in poorly resourced schools. This study recommends collaboration among policy makers in the three nations so that policy talk may be translated into policy action.

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“…is an important component of epistemology (Dew & Foreman, 2020;Hofer, 2016). It has always been an issue debated by philosophers (Bernecker & Pritchard, 2011), psychologists (Fosshage, 2011;Gladwell, 2007), and educators (Pigott et al, 2021). Knowledge can only be effectively explained through its sources (Audi, 2002) and there is a direct relation between sources of knowledge and justifications.…”

Section: Introductionmentioning

confidence: 99%

Sources of knowledge and trust in authorities as prerequisites of pre-service teachers reflective judgment skills in the context of socioscientific issues

Karışan,

Eilks

2023

JPR

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Developments in science and technology enrich life in the 21st century. To cope with life in society, reflective judgment and decision-making abilities on both the individual and societal levels are needed. Schools must prepare the younger generations to become responsible citizens who are able to make reflective judgments. This study elaborates on how pre-service teachers in Türkiye make reflective judgments as persons who will go on to teach secondary school-level students in the future. The study focuses on sources of information students use, their trust in expert knowledge, and levels of reflective judgment skills. The study is based on a qualitative approach combining analyses of recordings of classroom discussions and interviews. The study found different levels of reflective judgment skills among the students and identified the sources of knowledge they select to make judgments and measured their trust in expert knowledge. The more students trust expert knowledge, the more reflective they are toward developments in science and technology.

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Quality of Research Evidence in Education: How Do We Know?

Cited by 10 publications

References 8 publications

Teachers as educational change agents: what do we currently know? Findings from a systematic review

Teachers as educational change agents: what do we currently know? Findings from a systematic review

Curriculum Reform for Social Justice: A Critical Policy Historiography of Transformation in Lesotho, Zimbabwe and South Africa

Sources of knowledge and trust in authorities as prerequisites of pre-service teachers reflective judgment skills in the context of socioscientific issues

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