Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement

Kaniuka, Theodore

doi:10.1007/s10833-012-9184-3

Cited by 41 publications

(37 citation statements)

References 33 publications

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“…These obstructions that block technology diffusion in the education system focus on two major aspects: organizational-management factors that reflect the need for pedagogical and technological adaptations required for ICT implementation, and factors that reflect personal aspects, e.g., teachers' perceptions and beliefs regarding ICT implementation in their own teaching (Hultman, 1995;Sung & Gibson, 2015;Teo, 2011). Also, there is a vague definition of what would be considered success in ICT implementation in education, causing tension and questions regarding the optimal implementation processes altogether (Kaniuka, 2012). Promoting as well as obstructing forces are influential on the ability to create processes of change and innovation within the education system (Cook, Holley, & Andrew, 2007;Liu, 2011), as this is an ongoing and lengthy process (Kotter & Cohen, 2012).…”

Section: Ict Implementation In the Education Systemmentioning

confidence: 99%

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

Ungar

Baruch

2016

IJELL

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ICT (Information and Communication Technologies) in teacher education poses new challenges to faculty and students. This study was carried out to examine factors facilitating and hindering ICT implementation in teacher education institutes in Israel. Findings from our study, administered at two points in time, revealed that providing technological-pedagogical support to teacher educators and their perceptions and beliefs regarding ICT usage were consistent with being either facilitating or hindering factors in the integration process in colleges of education. Professional development of teacher educators in ICT skills and guidance in applying advanced technologies are additional facilitating factors. Resources, mainly time and infrastructure, were mostly a hindering factor with adverse influence on ICT integration. Three levels of successful ICT integration indicated successful implementation: teacher educators' level, students in their practice, and the organization level in terms of policy.

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Section: Ict Implementation In the Education Systemmentioning

confidence: 99%

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

Ungar

Baruch

2016

IJELL

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“…Performing within multiple contexts-state, school district and parent associations, school principals' role is generally characterized by ambiguity, uncertainty, confusion, and misunderstanding, and all the more so, during periods of education reform. Embracing the dynamic tension between internal school goals and external reform demands is a central concern for principals, as it questions common practices and challenges the existing state of affairs (Kaniuka, 2012;Knapp & Feldman, 2012).…”

Section: Introductionmentioning

confidence: 99%

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Schechter

2017

EPAA

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Principals' implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals' sense-making processing of their leadership within a national reform through their use of metaphors. Data analysis yielded four themes: (a) reframing the principal's role and pedagogical autonomy; (b) refra ming the principal's work; (c) reframing the school culture; and (d) reframing the principal's relationships with teachers. This study expands the currently limited knowledge about principals' experience with and responses to reforms, and suggests implications and further research on metaphors principals use within reform implementation. Keywords: Education reforms; metaphors; sense-making; principals Haciendo conciencia mientras atravesamos la niebla: Las metáforas de los directores dentro de una implementación de la reforma nacional Resumen: La implementación de las reformas nacionales en el ámbito educativo por parte de los directores se asemeja a un paseo salvaje en una montaña rusa al enfrentarse con exigencias contradictorias, que van desde la confusión hasta la ambigüedad. Como agentes de cambio críticos, los directores interpretan y traducen las exigencias de la reforma en prácticas locales a través de un proceso de "generar conciencia". Esta investigación en términos cualitativos exploró 60 procesos de "generación de conciencia" de los Directores de escuelas secundarias, referente a su liderazgo dentro de una reforma nacional a través del uso de metáforas. El análisis de los datos obtenidosarrojo cuatro temas: (a) replantear el papel del director y la autonomía pedagógica; (b) replantear el trabajo del director; (c) replantear la cultura escolar; y (d) replantear las relaciones del director con los maestros. Este estudio amplía el conocimiento actualmente limitado sobre la experiencia de los directores y las respuestas a las reformas, y sugiere implicaciones e incrementar la investigación sobre las metáforas que los Directores usan en la implementación de la reforma. Palabras-clave: Reformas educativas; metáforas; generando conciencia; directores Fazendo consciência à medida que passamos pelo nevoeiro: As metáforas dos diretores dentro de uma implementação da reforma nacional Resumo: A implementação de reformas nacionais no campo educacional pelos diretores é semelhante a um passeio selvagem em uma montanha-russa diante de demandas contraditórias, que vão desde a confusão até a ambiguidade. Como agentes de mudança crítica, os diretores interpretam e traduzem as demandas de reforma nas práticas locais através de um processo de "gerar consciência." .Esta pesquisa, em termos qualitativos, explorou 60 processos de "geração de conscientização" dos diretores das escolas secundárias, referentes à sua liderança den...

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“…For example, one of the main arguments is that inequities already exist in the varying levels of CCSS implementation: "The claim that CCSS implementation will be totally equitable is devalued because of the inherent variability within each of these approaches for teacher training, materials used, and experiences offered to students" (Liebtag, 2013, p.60). This argument is further supported in the literature where teachers are expected to implement new standards without having a solid understanding of what these mean in terms of transferring the language of the standards to actual learning objectives and classroom application (Jenkins & Agamba, 2013;Kaniuka, 2012;Spillane, Reiser, & Reimer, 2002). It must be noted that the new Common Core State Standards articulate the essentials, but lack direction on how to meet goals, how to connect the new standards into both teaching and student learning characterized by a lack of curriculum to support the implementation of the new standards: "The CCSS state than an intentional limitation was not to spell everything out.…”

Section: Background Of the Problemmentioning

confidence: 95%

“…From this perspective, how teachers interpret policy implementation depends to a great extent on teachers' prior knowledge and experience where, "Teacher learning is influenced not only by the opportunities that are available for learning but also the personal resources of the learner, including their prior knowledge, dispositions and beliefs" (Spillane, 1999, p.157). This idea is further extended by Kaniuka (2012), as it was found that teacher experience provided the prerequisite knowledge upon which teachers shaped their views on teaching, learning, and decision-making where their efficacy developed as a result of experience (p.341).…”

Section: Education Reform Implementationmentioning

confidence: 99%

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Teachers' Perceptions on Preparedness and Supports to Implement the English Language Arts Common Core State Standards

Fernandez¹

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The purpose of this study was to: (1) describe elementary teachers' perceptions on their preparedness to implement the English Language Arts Common Core State Standards (ELA-CCSS); (2) determine how perceptions influenced changes in instructional practices; and (3) to explore ELA-CCSS implementation challenges and/or barriers in supporting teacher development. This study was conducted using a multi-methods research design involving quantitative data from a survey, and qualitative data from interviews. The conceptual framework for this study centered around a history of the Common Core State Standards, education reform implementation research, understandings about the Common Core State Standards, and reconstructing teacher practice. Results revealed that professional development effect on instructional practice was limited; preparedness was a learning process; a mismatch existed between preparedness and instructional practices in relation to teacher change; and supports offered in district were not strong enough to advance reform implementation. Districts, administrators, and teachers are encouraged to integrate teacher participation in decision-making processes; develop a robust professional learning community model; ensure alignment of teacher supports with actual teachers' needs, and augment teacher agency as a barrier to implementation passivity. v DEDICATION There are many significant people in my life that I would like to dedicate this dissertation, who have served as the greatest inspiration allowing me to accomplish a doctorate degree. My loving parents, I proudly dedicate this dissertation with immeasurable gratitude. Without your enviable support of me, your generous love, inexplicable patience and acceptance, blind confidence in me, and unceasing encouragement-I'm not sure I would have accomplished this. Por estas cosas y mucho más, les doy mil gracias. Este doctorado es tanto suyo como mío. Mamá, tengo la alegría de poder mirar lo orgullosa que estas de mí. Papá, siento tu alegría desde el cielo, donde estás al lado de Dios. Vedant and Claritamy two beautiful children, who served as the greatest inspiration for pursuing one more educational goal. Since coming into my life, you've been the motivation behind so much of what I've done. I know I was not always there for you (mentally or even physically) as much as I would have liked to during this journey, but this sacrifice was done in the service of safeguarding your future. Alma, Sylvia, Chava, and Lupitaqueridos hermanos-I also dedicate this dissertation to you. Thank you for believing in me, for your unconditional support and encouragement along the way-including your forever mantra of "tu puedes hacerlo." vi Johnny, Aaron, Arath, and Betzaidamy beloved nephews and niece, whom I always wanted to set a good example for you as your aunt, while opening doors for you to attain your own educational goals. My husband Eddie, for his love, support and encouragement including the numerous times you had to listen to my "dissertation issues," which were not alwa...

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Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement

Cited by 41 publications

References 33 publications

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Teachers' Perceptions on Preparedness and Supports to Implement the English Language Arts Common Core State Standards

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