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Works matching IS 13892843 AND DT 2022 AND VI 23 AND IP 3

Results: 5

1

Teacher agency and transformation at the crossroads of a diffused school change movement: An empirical typology of the Hyukshin Schools in South Korea.

Published in:

Journal of Educational Change, 2022, v. 23, n. 3, p. 397, doi. 10.1007/s10833-021-09423-5

By:

Sung, Youl-Kwan;
Lee, Mimi;
Seo, Deok-Hee;
Chang, Shin-Mee;
Lee, Yoonmi

Publication type:

Article

2

Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers.

Published in:

Journal of Educational Change, 2022, v. 23, n. 3, p. 371, doi. 10.1007/s10833-021-09422-6

By:

Evans, Gareth

Publication type:

Article

3

Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation.

Published in:

Journal of Educational Change, 2022, v. 23, n. 3, p. 315, doi. 10.1007/s10833-021-09418-2

By:

Nehez, Jaana;
Blossing, Ulf;
Gyllander Torkildsen, Lisbeth;
Lander, Rolf;
Olin, Anette

Publication type:

Article

4

Local education authority's quality management within a coupled school system: Strategies, actions, and tensions.

Published in:

Journal of Educational Change, 2022, v. 23, n. 3, p. 291, doi. 10.1007/s10833-021-09414-6

By:

Håkansson, Jan;
Adolfsson, Carl-Henrik

Publication type:

Article

5

Teachers' potential to promote students' deeper learning in whole-class teaching: An observation study in Norwegian classrooms.

Published in:

Journal of Educational Change, 2022, v. 23, n. 3, p. 343, doi. 10.1007/s10833-021-09420-8

By:

Sølvik, Randi M.;
Glenna, Anne E. H.

Publication type:

Article