Using Systems Perspectives to Develop Underlying Principles for Educational Reform

Autor/inn/en	Kenny, John; Cirkony, Connie
Titel	Using Systems Perspectives to Develop Underlying Principles for Educational Reform
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 1, S.80-99, Artikel 6 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Systems Approach; Educational Change; Educational Principles; Educational Policy; Feedback (Response); Accountability; Teacher Role; Expertise; Teaching Experience; Partnerships in Education; Faculty Development; Context Effect; Science Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Bildungsreform; Bildungsprinzip; Politics of education; Bildungspolitik; Verantwortung; Lehrerrolle; Expert appraisal; Hochschulpartnerschaft; Naturwissenschaftliche Bildung
Abstract	One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward to provide guidance for decision-makers, researchers and practitioners on how a given educational reform might be more effectively implemented. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01