The paper "Educational Change" is a wonderful example of a research paper on education. New approaches to education are taking place in response to the changes occurring globally. Examples of this kind of change include a heterogeneous grouping of students, whole language, an interdisciplinary curriculum, learning teams that are cooperative, as well as initiatives that change the point of control for efficacy. This includes decision making which is shared, community governance systems, and site-based management (Hord et al, 1987). Another important aspect of educational change is the alteration of the relationships among administrators, parents, students, communities, as well as the central administration.
The improvement of schools in response to changes is the responsibility of local schools and increased accountability for learning outcomes of students. Additionally, local school boards are undergoing reactivation as a result of the change. Furthermore, school leaders as well as policymakers in most international schools determine the kind of changes that take place and how they are required to occur at the local level. Purpose of Research Paper The purpose of this essay is to find out why educational change is an issue both in education and in the workplace.
In order to achieve this purpose, the paper will address the pressures schools face due to change, the diversity and degree of change forces impacting schools, and understand the direction for educational change and leadership. Previous Studies on Educational Change Huberman and Miles’ (1984) carried out research about people in the process of change suggesting that a period of anxiety makes up the process of change and that people normally change their practices prior to changing their understanding and beliefs.
Huberman also examined an additional underlying issue in educational change by discussing power distribution. The main players in initiating change need to have the awareness of the politics involved in power during the process of change. Additionally, innovation concerns power, and its redistribution and restructuring initiatives place its locus on shared decision making that opens the process of change to parents, teachers, as well as members of the community. Change also involves risk-taking and it appears disorganized especially in the early stages since teachers, principles, and other staff members depart from their tradition and attempt new ways as well as strategies.
Fullan (1991) states that change can take place on several levels; for instance, in the classroom, the state, and the district. Moreover, the process of implementing change may involve all these aspects. There can be changes that take place on the surface such as the use of new materials; changes that use new behaviors and practices such as new approaches in teaching; changes in deep structures affecting the understanding and beliefs of individuals participating in change (Fullan, 1991). An additional fundamental element in educational change is changing the relationship among individuals that take part in educational innovation.
Glickman (1991) states that there are three ways in which people relate in the process of educational change: individuals begin to work in isolation and changes are made in isolation; for instance, initiated by school leaders working alone or in individual classrooms. People also work together by taking part in discussions, arguing, planning, exploring alternatives, sharing success stories and concerns. The third is that people can work in a friendly atmosphere, discuss their work, activities, and also school work.
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