| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A bridge between worlds: understanding network structure to understand change strategy
|
Daly, Alan J.
|
|
2009
|
|
2 |
p. 111-138
|
artikel
|
| 2 |
Absorptive capacity: A conceptual framework for understanding district central office learning
|
Farrell, Caitlin C.
|
|
2016
|
|
2 |
p. 135-159
|
artikel
|
| 3 |
Accessing basic education in Romania: Possibilities and limitations for NGOs working for educational change for Roma children
|
Lauritzen, Solvor Mjøberg
|
|
|
|
2 |
p. 323-344
|
artikel
|
| 4 |
Advancing the theory of identity grafting in Chinese school systems
|
Lee, Daphnee Hui Lin
|
|
|
|
2 |
p. 297-314
|
artikel
|
| 5 |
A Festschrift for Andy Hargreaves
|
Shirley, Dennis
|
|
2011
|
|
2 |
p. 131-139
|
artikel
|
| 6 |
Agency, responsibility and equity in teacher versus student-centred school activities: A comparison between teachers’ and learners’ perceptions
|
Mameli, Consuelo
|
|
|
|
2 |
p. 345-361
|
artikel
|
| 7 |
A new model of educational innovation: Exploring the nexus of organizational learning, distributed leadership, and digital technologies
|
Rikkerink, Marleen
|
|
2015
|
|
2 |
p. 223-249
|
artikel
|
| 8 |
An international literature review of 1:1 computing in schools
|
Islam, M. Sirajul
|
|
2016
|
|
2 |
p. 191-222
|
artikel
|
| 9 |
A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong
|
Wong, Koon Lin
|
|
|
|
2 |
p. 221-246
|
artikel
|
| 10 |
Architects, captains, and dreamers: Creating advisor roles that foster youth-adult partnerships
|
Mitra, Dana
|
|
2012
|
|
2 |
p. 177-201
|
artikel
|
| 11 |
Beneath the surface of accountability: Answerability, responsibility and capacity-building in recent education reforms in Norway
|
Hatch, Thomas
|
|
2013
|
|
2 |
p. 113-138
|
artikel
|
| 12 |
Ben Levin: How to change 5000 schools: A practical and positive approach for leading change at every level
|
Crossley, David
|
|
2010
|
|
2 |
p. 183-186
|
artikel
|
| 13 |
Ben Levin: How to change 5000 schools: A practical and positive approach for leading change at every level
|
Beatty, Brenda
|
|
2010
|
|
2 |
p. 187-191
|
artikel
|
| 14 |
Ben Levin: How to change 5000 schools: A practical and positive approach for leading change at every level
|
Skerrett, Allison
|
|
2010
|
|
2 |
p. 177-181
|
artikel
|
| 15 |
Between Control and Autonomy:Restructuring Secondary Education in the Netherlands
|
Wiel Veugelers
|
|
2004
|
|
2 |
p. 141-160
20 p.
|
artikel
|
| 16 |
Big Change QuestionDoes Critical Theory Have any PracticalValue for Educational Change?
|
Maree DinanThompson
|
|
2003
|
|
2 |
p. 189-193
5 p.
|
artikel
|
| 17 |
Big Change QuestionDoes Critical Theory Have any PracticalValue for Educational Change?
|
Andy Hargreaves
|
|
2003
|
|
2 |
p. 181-188
8 p.
|
artikel
|
| 18 |
Big Change Question:Is the role of the principal in creatingschool improvement over-rated?
|
Frank Crowther
|
|
2002
|
|
2 |
p. 167-173
7 p.
|
artikel
|
| 19 |
Big Change Question:Is the Role of the Principal in CreatingSchool Improvement Over-rated?
|
Duncan Waite
|
|
2002
|
|
2 |
p. 161-165
5 p.
|
artikel
|
| 20 |
Big change questionShould indigenous minorities have the right to have their own education systems, without reference to national standards?
|
Riley, Kathryn A.
|
|
2005
|
|
2 |
p. 177-189
|
artikel
|
| 21 |
Big Change QuestionsWill Educational Institutions, within theirPresent Structures, be Able to AdaptSufficiently to Meet the Needs of theInformation Age?
|
Heather-Jane Robertson
|
|
2001
|
|
2 |
p. 165-170
6 p.
|
artikel
|
| 22 |
Big Change QuestionsWill Educational Institutions, within their Present Structures, be Able to Adapt Sufficiently to Meet the Needs of the Information Age?
|
Marlene Scardamalia
|
|
2001
|
|
2 |
p. 171-176
6 p.
|
artikel
|
| 23 |
Big Change QuestionsWill Educational Institutions, within their Present Structures, be Able to Adapt Sufficiently to Meet the Needs of the Information Age?
|
Hank Bromley
|
|
2001
|
|
2 |
p. 177-179
3 p.
|
artikel
|
| 24 |
Book Review
|
Wurtzel, Judy
|
|
2005
|
|
2 |
p. 200-205
|
artikel
|
| 25 |
Book Review
|
Bascia, Nina
|
|
2005
|
|
2 |
p. 191-195
|
artikel
|
| 26 |
Book Review
|
Elizabeth Bulter
|
|
2004
|
|
2 |
p. 203-206
4 p.
|
artikel
|
| 27 |
Book Review
|
Gilberto Conchas
|
|
2004
|
|
2 |
p. 199-203
5 p.
|
artikel
|
| 28 |
Book Review
|
Hamann, Edmund T.
|
|
2005
|
|
2 |
p. 195-200
|
artikel
|
| 29 |
Can a school change its spots? The first year of transforming to an innovative school
|
Tubin, Dorit
|
|
2008
|
|
2 |
p. 95-109
|
artikel
|
| 30 |
Changing Resource and Organizational Patterns:The Challenge of Resourcing Education in the 21st Century
|
Brent Davies
|
|
2002
|
|
2 |
p. 135-159
25 p.
|
artikel
|
| 31 |
Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability
|
Datnow, Amanda
|
|
2011
|
|
2 |
p. 147-158
|
artikel
|
| 32 |
Coping with constraints: Longitudinal case studies of early elementary science instruction after professional development
|
Sandholtz, Judith Haymore
|
|
2019
|
|
2 |
p. 221-248
|
artikel
|
| 33 |
Correction to: Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts
|
Jensen, Ruth
|
|
|
|
2 |
p. 197
|
artikel
|
| 34 |
Critical Practice in Elementary Schools:Voice, Community, and a Curriculum of Life
|
Ann B. Vibert
|
|
2002
|
|
2 |
p. 93-116
24 p.
|
artikel
|
| 35 |
Critical Response to “The Leadership of Transition: Correction, Conciliation and Change in South African Education”
|
Jackson, Janice E.
|
|
|
|
2 |
p. 105-109
|
artikel
|
| 36 |
David Hopkins, Every school a great school: Realizing the potential of system leadership
|
Robles, Justo
|
|
2008
|
|
2 |
p. 213-215
|
artikel
|
| 37 |
David Hopkins, Every school a great school: Realizing the potential of system leadership
|
Marshall, Steve
|
|
2008
|
|
2 |
p. 217-219
|
artikel
|
| 38 |
David Hopkins, Every school a great school: Realizing the potential of system leadership. Open University Press, Maidenhead, 2007
|
Hopmann, Stefan Thomas
|
|
2008
|
|
2 |
p. 209-211
|
artikel
|
| 39 |
David Hopkins, School Improvement for Real(Education and Change Development)
|
Marla Ucelli
|
|
2003
|
|
2 |
p. 204-208
5 p.
|
artikel
|
| 40 |
David Hopkins, School Improvement for Real(Education and Change Development)
|
Mel Ainscow
|
|
2003
|
|
2 |
p. 200-204
5 p.
|
artikel
|
| 41 |
David Hopkins, School Improvement for Real(Education and Change Development)
|
Fred I. Renihan
|
|
2003
|
|
2 |
p. 195-200
6 p.
|
artikel
|
| 42 |
Developing inclusive education systems: what are the levers for change?
|
Ainscow, Mel
|
|
2005
|
|
2 |
p. 109-124
|
artikel
|
| 43 |
Development and initial investigation of a self-report measure of teachers’ readiness to implement
|
Bliss, Cara Marcinek
|
|
2018
|
|
2 |
p. 269-291
|
artikel
|
| 44 |
Discursive lecturing: An agile and student-centred teaching approach with response technology
|
Einum, Even
|
|
2019
|
|
2 |
p. 249-281
|
artikel
|
| 45 |
Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?
|
Rowan, Brian
|
|
2008
|
|
2 |
p. 197-202
|
artikel
|
| 46 |
Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?
|
Hoven, G. H. van den
|
|
2008
|
|
2 |
p. 203-207
|
artikel
|
| 47 |
Do initial and continuing professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow’s education?
|
Vaillant, Denise
|
|
|
|
2 |
p. 175-179
|
artikel
|
| 48 |
Do the initial and the continuous teachers’ professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow’s education?
|
Moreno, Juan Manuel
|
|
|
|
2 |
p. 169-173
|
artikel
|
| 49 |
Dynamics of change: decentralised centralism of education in Singapore
|
Tan, Charlene
|
|
|
|
2 |
p. 155-168
|
artikel
|
| 50 |
Educational change and professional learning communities: A study of two districts
|
Wells, Caryn M.
|
|
2012
|
|
2 |
p. 233-257
|
artikel
|
| 51 |
Educational governance transition in a social democratic country: A process-tracing analysis
|
Berkovich, Izhak
|
|
2019
|
|
2 |
p. 193-219
|
artikel
|
| 52 |
Educational leaders’ problem-solving for educational improvement: Belief validity testing in conversations
|
Sinnema, Claire
|
|
|
|
2 |
p. 133-181
|
artikel
|
| 53 |
Education for voice: Challenges and opportunities
|
Shirley, Dennis
|
|
2015
|
|
2 |
p. 125-128
|
artikel
|
| 54 |
Educators and youth activists: A negotiation over enhancing students’ role in school life
|
Taines, Cynthia
|
|
2013
|
|
2 |
p. 153-178
|
artikel
|
| 55 |
Educators learning through struggle: Political education in social justice caucuses
|
Maton, Rhiannon M.
|
|
|
|
2 |
p. 291-315
|
artikel
|
| 56 |
Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive
|
Dalke, Anne French
|
|
|
|
2 |
p. 111-130
|
artikel
|
| 57 |
Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks
|
Penuel, William R.
|
|
2016
|
|
2 |
p. 251-278
|
artikel
|
| 58 |
Erratum to: Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks
|
Penuel, William R.
|
|
2016
|
|
2 |
p. 279
|
artikel
|
| 59 |
Erratum to: Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools
|
Struyve, Charlotte
|
|
2015
|
|
2 |
p. 243-244
|
artikel
|
| 60 |
Expectations, realizations, and approval of tablet computers in an educational setting
|
Hassan, Mamdouh
|
|
2016
|
|
2 |
p. 171-190
|
artikel
|
| 61 |
Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts
|
Jensen, Ruth
|
|
|
|
2 |
p. 179-196
|
artikel
|
| 62 |
Exploring knowledge processes based on teacher research in a school–university research network of a master’s program
|
Cornelissen, Frank
|
|
2012
|
|
2 |
p. 139-176
|
artikel
|
| 63 |
Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework
|
Weiner, Jennie Miles
|
|
|
|
2 |
p. 267-297
|
artikel
|
| 64 |
Facing the challenges of educational reform in the Arab world
|
Karami Akkary, Rima
|
|
2014
|
|
2 |
p. 179-202
|
artikel
|
| 65 |
Forgetting about Friendship: Using Conflict in Teacher Communitiesas a Catalyst for School Change
|
Jorge Ávila de Lima
|
|
2001
|
|
2 |
p. 97-122
26 p.
|
artikel
|
| 66 |
Forty years in the union: Incubating, supporting, and catalyzing socially just educational change
|
Rottmann, Cindy
|
|
2012
|
|
2 |
p. 191-216
|
artikel
|
| 67 |
Frances O'Connell Rust and HelenFreidus, Guiding School Change: The Role and Work ofChange Agents
|
David Jackson
|
|
2002
|
|
2 |
p. 175-179
5 p.
|
artikel
|
| 68 |
Frances O'Connell Rust and HelenFreidus, Guiding School Change: The Role and Work ofChange Agents
|
John Tyrrell
|
|
2002
|
|
2 |
p. 179-183
5 p.
|
artikel
|
| 69 |
Frances O'Connell Rust and HelenFreidus, Guiding School Change: The Role and Work ofChange Agents
|
Ann Kilcher
|
|
2002
|
|
2 |
p. 184-187
4 p.
|
artikel
|
| 70 |
From accountability to shared responsibility: A case study of a multi-layered educational change initiative
|
MacNeil, Kimberley A.
|
|
|
|
2 |
p. 213-241
|
artikel
|
| 71 |
From crayons to perfume: Getting beyond contrived collegiality
|
Beatty, Brenda
|
|
2011
|
|
2 |
p. 257-266
|
artikel
|
| 72 |
From hearing voices to engaging in dialogue: problematising student participation in school improvement
|
Lodge, Caroline
|
|
2005
|
|
2 |
p. 125-146
|
artikel
|
| 73 |
From language of enemy to language of opportunity: Understanding teacher resistance to curriculum change in English language teaching and learning in Kyrgyzstan
|
Kazakbaeva, Roza
|
|
|
|
2 |
p. 317-343
|
artikel
|
| 74 |
From lost identity to identity grafting: The second generation migrant workers in Beijing
|
Lee, Wing On
|
|
|
|
2 |
p. 191-220
|
artikel
|
| 75 |
Frontier man: A Festschrift tribute to Andy Hargreaves
|
Fullan, Michael
|
|
2011
|
|
2 |
p. 141-145
|
artikel
|
| 76 |
Globalization as Both Threat and Opportunity for the Hong Kong Teaching Profession
|
Wing Wah Law
|
|
2003
|
|
2 |
p. 149-179
31 p.
|
artikel
|
| 77 |
“Governing by templates” through new modes of school inspection in Norway
|
Hall, Jeffrey Brooks
|
|
2017
|
|
2 |
p. 161-182
|
artikel
|
| 78 |
Grafting identity: History textbook reform and identity-building in contemporary China
|
Yan, Fei
|
|
|
|
2 |
p. 175-190
|
artikel
|
| 79 |
Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers
|
Fransson, Göran
|
|
2018
|
|
2 |
p. 243-267
|
artikel
|
| 80 |
Identity grafting for educational change in chinese school systems
|
Lee, Daphnee Hui Lin
|
|
|
|
2 |
p. 147-156
|
artikel
|
| 81 |
Identity of China’s modern academic system: A Chinese–Western interaction perspective
|
Yan, Fengqiao
|
|
|
|
2 |
p. 157-174
|
artikel
|
| 82 |
Imagining an ideal school for wellbeing: Locating student voice
|
Simmons, Catharine
|
|
2014
|
|
2 |
p. 129-144
|
artikel
|
| 83 |
Immigrant family legal clinic: A case of integrated student supports in a community school context
|
Murillo, Marco A.
|
|
|
|
2 |
p. 365-392
|
artikel
|
| 84 |
Institutionalizing school failure: From abandoning to reintroducing a failing grade—the rationales behind Swedish grading reforms
|
Arensmeier, Cecilia
|
|
|
|
2 |
p. 221-252
|
artikel
|
| 85 |
Integrating positive financial attitudes to nurture students’ identity as informed financial decision-makers in high power distance Chinese contexts
|
Ho, Chun Sing Maxwell
|
|
|
|
2 |
p. 247-270
|
artikel
|
| 86 |
Is more autonomy better? How school actors perceive school autonomy and effectiveness in context
|
Hashim, Ayesha K.
|
|
|
|
2 |
p. 183-212
|
artikel
|
| 87 |
Is the national qualifications framework a broken promise? A dialogue
|
McBride, Vincent
|
|
2010
|
|
2 |
p. 193-203
|
artikel
|
| 88 |
Leading sustainable pedagogical reform with technology for student-centred learning: A complexity perspective
|
Toh, Yancy
|
|
2016
|
|
2 |
p. 145-169
|
artikel
|
| 89 |
Learning Power—Book review
|
Reilly, Molly
|
|
|
|
2 |
p. 185-188
|
artikel
|
| 90 |
Learning power globally?
|
Veugelers, Wiel
|
|
2007
|
|
2 |
p. 181-184
|
artikel
|
| 91 |
Levers for sustainable improvement of Spanish schools in challenging contexts
|
López-Yáñez, Julián
|
|
2012
|
|
2 |
p. 203-232
|
artikel
|
| 92 |
Linked to innovation: Shaping an innovative climate through network intentionality and educators’ social network position
|
Moolenaar, Nienke M.
|
|
2014
|
|
2 |
p. 99-123
|
artikel
|
| 93 |
Making sense of teacher agency for change with social and epistemic network analysis
|
Pantić, Nataša
|
|
|
|
2 |
p. 145-177
|
artikel
|
| 94 |
“Marrying Chinese and Western Values”: Teacher identity grafting in collaborative efforts to improve student learning via mixed-ability learning
|
Lee, Daphnee Hui Lin
|
|
|
|
2 |
p. 271-295
|
artikel
|
| 95 |
Mediated diffusion: Translating professional practice across schools in a high-stakes system
|
Eddy-Spicer, David H.
|
|
2017
|
|
2 |
p. 235-256
|
artikel
|
| 96 |
Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools
|
Gurley, D. Keith
|
|
2014
|
|
2 |
p. 217-242
|
artikel
|
| 97 |
New schools in New York City and Singapore
|
Hatch, Thomas
|
|
|
|
2 |
p. 199-220
|
artikel
|
| 98 |
Oakes, Jeannie, Rogers, John. Learning Power: Organization for Education and Justice
|
Abraham, Sharon
|
|
|
|
2 |
p. 189-191
|
artikel
|
| 99 |
On identity, diversity, and educational change
|
Skerrett, Allison
|
|
2011
|
|
2 |
p. 211-220
|
artikel
|
| 100 |
Opening or closing doors for students? Equity and data use in schools
|
Datnow, Amanda
|
|
2018
|
|
2 |
p. 131-152
|
artikel
|
| 101 |
Organizational learning facilitated by instructional leadership, tight coupling and boundary spanning practices
|
Millward, Pam
|
|
2009
|
|
2 |
p. 139-155
|
artikel
|
| 102 |
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution
|
Ralfe Sanchez
|
|
2001
|
|
2 |
p. 185-188
4 p.
|
artikel
|
| 103 |
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution
|
Kenneth Zeichner
|
|
2001
|
|
2 |
p. 181-184
4 p.
|
artikel
|
| 104 |
Pioneer teachers: How far can individual teachers achieve agency within curriculum development?
|
Kneen, Judith
|
|
|
|
2 |
p. 243-264
|
artikel
|
| 105 |
Powerknowledge, gender and curriculum change
|
Carrie Paechter
|
|
2003
|
|
2 |
p. 129-148
20 p.
|
artikel
|
| 106 |
Professional learning communities as drivers of educational change: The case of learning rounds
|
Philpott, Carey
|
|
2016
|
|
2 |
p. 209-234
|
artikel
|
| 107 |
Reconsidering replication: New perspectives on large-scale school improvement
|
Peurach, Donald J.
|
|
2011
|
|
2 |
p. 155-190
|
artikel
|
| 108 |
Reform Ideas that Travel Far Afield:The Two Cultures of Reform in New York City'sDistrict 2 and San Diego
|
Mary Kay Stein
|
|
2004
|
|
2 |
p. 161-197
37 p.
|
artikel
|
| 109 |
Reforming systems: Realizing the Fourth Way
|
Harris, Alma
|
|
2011
|
|
2 |
p. 159-171
|
artikel
|
| 110 |
Revisiting emotional geographies: Implications for family engagement and education policy in the United States
|
Evans, Michael P.
|
|
2011
|
|
2 |
p. 241-255
|
artikel
|
| 111 |
School Reform and Class Work:Teachers as Mediators of Social Class
|
Jane Van Galen
|
|
2004
|
|
2 |
p. 111-139
29 p.
|
artikel
|
| 112 |
Schools implementing Zero: The process of implementing an anti-bullying program in six Norwegian compulsory schools
|
Midthassel, Unni Vere
|
|
2007
|
|
2 |
p. 153-172
|
artikel
|
| 113 |
Secondary school creativity, teacher practice and STEAM education: An international study
|
Harris, Anne
|
|
2017
|
|
2 |
p. 153-179
|
artikel
|
| 114 |
Second chance or no chance? A case study of one urban alternative middle school
|
Kennedy-Lewis, Brianna L.
|
|
2015
|
|
2 |
p. 145-169
|
artikel
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