David Nally
David Nally
The focus of this article is on the impacts of COVID-19 related manifestations of post-truth in educational settings in Australia. Within this context, there has been a reorientation of how wellbeing and academic achievement within schools ...
"I knew it was a problem before, but did I really?": Engaging teachers in data use for equity [0.03%]
“我知道以前就有这个问题，但真的是这样吗？”：让教师们参与到利用数据解决公平性问题中去
Stephanie L Dodman,Elizabeth K DeMulder,Jenice L View et al.
Stephanie L Dodman et al.
In current contexts of education, educators are tasked with using data, most often without any critical preparation to do so. In this way, data are presented as objective measures of student progress and participation in school without cons...
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era [0.03%]
在新冠肺炎时代实现正义的特殊教育改革：关于逻辑与基础设施促进深层次变革的一篇文章
Sarah L Woulfin,Britney Jones
Sarah L Woulfin
COVID-19 shocked the education system, disrupting the policies and practices of special education over multiple school years. This essay brings together the institutional logics perspective and racialized organization theory to first examin...
Immigrant family legal clinic: A case of integrated student supports in a community school context [0.03%]
移民家庭法律诊所：社区学校环境中的综合学生支持案例研究
Marco A Murillo,Christine Abagat Liboon,Karen Hunter Quartz
Marco A Murillo
Research is growing on the ways K-12 schools can address immigration policy and assist in mediating its impact on students and families. Community schools are poised to address these issues through integrated student supports by taking an a...
Owning educational change in Korean schools: three driving forces behind sustainable change [0.03%]
韩国学校的教育改革：三项推动可持续发展的力量
Taeyeon Kim,Minseok Yang,Sunbin Lim
Taeyeon Kim
In this essay, we discuss how the COVID-19 pandemic drove key changes in schooling and what forces can sustain these changes. Responding to the argument that COVID-19-driven changes may not be sustainable, this essay offers a counter narrat...
Leading new, deeper forms of collaborative cultures: Questions and pathways [0.03%]
引领新型、深层的协作文化：问题与路径
Cecilia Azorín,Michael Fullan
Cecilia Azorín
The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the p...
Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers [0.03%]
展望过去？反思威尔士教育政策改革的三个阶段及其对教师的影响
Gareth Evans
Gareth Evans
Wales' education system is part-way through an extensive journey of reform. This contextual paper explores the evolution of that journey, from the establishment of the Welsh Parliament in 1999 to late 2020, as Wales readies itself for the l...
Thomas Hatch
Thomas Hatch
Corrie Stone-Johnson
Corrie Stone-Johnson
Possibility and persistence of educational change research: Concluding remarks to the twentieth anniversary issue of the Journal of Educational Change [0.03%]
教育变革研究的可能性与持续性：《教育变革杂志》二十年纪念刊的结语
Corrie Stone-Johnson
Corrie Stone-Johnson