The Problems of Educational Reform in Italy: the case of the Decreti Delegati

Pridham, Pippa

doi:10.1080/0305006780140305

Cited by 4 publications

(1 citation statement)

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“…Contemporary efforts to alter teaching and learning in schools frequently occur within the context of the standards movement (Ravitch, 1995) and high‐stakes testing (Lee, 2001; Pridham, 1978). Benchmarking against performance standards has become the predominant methodology for initiating change processes in schools (Caldwell, 1998; Rothman, 1995).…”

Section: Adopting Changementioning

confidence: 99%

Engaging with change: a model for adopting and evaluating school‐based innovation

Weston

Bain²

2009

Journal of Educational Admin

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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.

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Section: Adopting Changementioning

confidence: 99%