Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study

Giacquinta, Joseph B.

doi:10.1007/978-94-011-4944-0_9

Cited by 7 publications

(6 citation statements)

References 10 publications

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“…The literature on educational change is replete with examples of projects that have thrived during the introductory phase, before quickly fading away once support was withdrawn (e.g. McNiff and Whitehead, 2011;Giacquinta, 1998). Kemmis (2009) suggests that AR supports sustainable changes in practice through transforming "practitioners' practices, their understandings of their practices and the conditions in which they practice" (emph.…”

Section: Introductionmentioning

confidence: 99%

Curriculum development through critical collaborative professional enquiry

Drew

Priestley

Michael

2016

Journal of Professional Capital and Community

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Purpose – In recent years, there has been considerable interest within education policy in collaborative professional enquiry/inquiry methodologies, both as an alternative to top-down implementation of change and for the purpose of fostering educational improvement. However, researchers have been critical of this approach, pointing to various concerns: these include the risk of reducing a developmental methodology to an instrumental means for delivering policy, as well as issues around sustainability of practices. The purpose of this paper is to describe a Scottish university/local authority partnership, which developed an approach entitled Critical Collaborative Professional Enquiry, designed to address some of these concerns. The paper also reports on empirical outcomes related to the partnership project. Design/methodology/approach – This interpretivist study generated qualitative data from multiple sources, utilising a range of methods including semi-structured interviews with teachers and school leaders, evaluation surveys and analysis of artefacts developed during the inquiry phases of the project. Findings – This programme exerted a powerful effect on the teachers who participated. The research suggests that teachers developed better understandings of the curriculum, and of curriculum development processes. There is evidence of innovation in pedagogy, some sustained and radical in nature, and further evidence of changes to the cultures of the participating schools, for example, a shift towards more democratic ways of working. Originality/value – This paper reports upon an original approach to curriculum development, with considerable potential to transform the ways in which schools approach innovation.

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Section: Introductionmentioning

confidence: 99%

Curriculum development through critical collaborative professional enquiry

Drew

Priestley

Michael

2016

Journal of Professional Capital and Community

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“…Further, status risk theory helps explain differences between the beliefs of teacher leaders and other teachers in the school. Giacquinta's (1975Giacquinta's ( , 2005 status risk theory 1 posits that teacher receptivity to change is related to two factors: (1) it is associated with teachers' status in the organization, and (2) it carries up-front risks with uncertain benefits. The introduction of an innovation is risky insomuch as there is a "cost" associated with adopting a new practice in regard to the teachers' status in the school.…”

Section: Status Risk Theorymentioning

confidence: 99%

“…To achieve greater ownership, teacher leaders will gravitate toward an innovation design that emphasizes easy-to-implement practices, in contrast to more ambitious practices that have a greater chance of improving instruction and positive student outcomes but come with higher risks. Giacquinta (2005) cautioned, "Participation, at least in some portion of change efforts, may work at one level-gaining member consensus and cooperation-but may do damage at another level-undermining the innovation's power to eradicate the difficulty that precipitated it in the first place" (p. 174). In the context of a continuous improvement reform model that emphasizes the importance of participation, status risk theory allows us to describe differences in teacher beliefs, depending on a teacher's status in the school.…”

Section: Status Risk Theorymentioning

confidence: 99%

Co-Creating School Innovations: Should Self-Determination be a Component of School Improvement?

Redding

Viano

2018

Teachers College Record: The Voice of Scholarship in Education

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Background Research suggests a number of benefits from teacher participation in school improvement—chief among them that it can increase teacher receptivity to innovation and reform adoption. Improvement science has been put forward as a new paradigm for involving local school stakeholders in the improvement process. Purpose We describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation. To explain why the beliefs of these two school stakeholder groups would differ, and the implications these differences have on receptivity to the innovation, we merge the sensemaking framework and status risk theory. Setting Three high schools in a large urban school district in the southwestern United States. Research Design The data for this study come from a seven-year study of the process of scaling up effective practices in a large urban district. This qualitative case study is based on transcripts from 260 semistructured interviews and 24 focus groups with development team members and teachers. We analyzed transcripts to understand participants’ attitudes toward and understanding of the innovation design. Findings Allowing for teacher self-determination in the innovation design and implementation helped to garner a high level of teacher buy-in to the innovation. Compared with externally developed reforms, the innovation was less challenging to teacher autonomy and was customized to fit the needs of their students. These conditions led to high levels of teacher ownership over the innovation. Yet, in the process, teacher leaders grounded the innovation in preexisting and easy-to-implement practices that did not require significant investment from teachers to adopt. Conclusions Teacher self-determination in the innovation development process contributed to greater teacher ownership of, and receptivity to, organizational change, but at the cost of adopting more ambitious practices that likely had a greater chance of improving instruction and positive student outcomes.

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“…Curriculum programs are constantly shaped by forces that surround it. These forces in the curriculum development (Skilbeck, 1984;Giacquinta, 1998;Peretz, 2003;Makaran, 2015) bring challenges that overwhelm teachers in the school. As key players accountable for the continuous development of the curriculum, teachers should give primary attention as to how these forces are being addressed in the curriculum.…”

Section: Introductionmentioning

confidence: 99%

An internal evaluation of higher education curriculum using data transformation model

Cahapay

2020

AJATEL

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A curriculum does not exist in a void; internal members play a key role in responding to the different forces that continually shape it. One of the approaches to evaluation is through internal evaluation from the perspective of the inside members who work with the curriculum. However, the internal evaluation may pose restricted evaluation due to the innate subjective human judgment. Considering these contexts, this paper performed a pilot internal evaluation of a selected aspect of a higher education curriculum using a triangulation mixed method design called the data transformation model. Based on the results, the evaluation using the data transformation model probed important points of agreement and discrepancy in the data sets. The implications for evaluation theory and curriculum practice are discussed. It is suggested that an extension of the current formative internal evaluation continuing the tradition of data transformative model but progressively focusing on larger aspects of the curriculum should be further conducted.

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Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study

Cited by 7 publications

References 10 publications

Curriculum development through critical collaborative professional enquiry

Curriculum development through critical collaborative professional enquiry

Co-Creating School Innovations: Should Self-Determination be a Component of School Improvement?

An internal evaluation of higher education curriculum using data transformation model

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