| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accelerating educational change
|
Shirley, Dennis
|
|
2017
|
|
3 |
p. 257-262
|
artikel
|
| 2 |
A critical response to Michael Fullan’s “The future of educational change: system thinkers in action”
|
Noguera, Pedro A.
|
|
2006
|
|
3 |
p. 129-132
|
artikel
|
| 3 |
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning
|
Maag Merki, Katharina
|
|
|
|
3 |
p. 583-604
|
artikel
|
| 4 |
An Action Research Network as a Strategy forEducational Change: The ``Learning for aSustainable Environment'' Project
|
John Fien
|
|
2001
|
|
3 |
p. 207-221
15 p.
|
artikel
|
| 5 |
Anatomy of an educational change: The safe learning model, Sierra Leone
|
Sugrue, Ciaran
|
|
|
|
3 |
p. 631-657
|
artikel
|
| 6 |
“Are we making a quilt, with lots of ill-fitting cloths in here?”: Teachers’ internal conversations on curriculum making
|
Hizli Alkan, Sinem
|
|
|
|
3 |
p. 457-478
|
artikel
|
| 7 |
A timely opportunity for change: Increasing refugee parental involvement in U.S. schools
|
Koyama, Jill
|
|
2017
|
|
3 |
p. 311-335
|
artikel
|
| 8 |
Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers
|
Evans, Gareth
|
|
|
|
3 |
p. 371-396
|
artikel
|
| 9 |
Balancing power in communities of practice: An examination of increasing student voice through school-based youth–adult partnerships
|
Mitra, Dana L.
|
|
2007
|
|
3 |
p. 221-242
|
artikel
|
| 10 |
Beyond the power of one: redesigning the work of school principals
|
Thomson, Pat
|
|
2006
|
|
3 |
p. 161-177
|
artikel
|
| 11 |
Big Change QuestionAre School Effectiveness Measures Suspect inHelping Us Identify What is Needed to TransformTeaching and Learning?
|
Kathryn Riley
|
|
2002
|
|
3 |
p. 407-415
9 p.
|
artikel
|
| 12 |
Big Change QuestionIn a Period of Global Uncertainty, do Faith-Based Schools Re-Enforce Social DivisionsWithin Societies and between Nations?
|
Kathryn Riley
|
|
2003
|
|
3 |
p. 295-307
13 p.
|
artikel
|
| 13 |
Big Change Questions: Is Finding the RightBalance with Regard to Educational ChangePossible, given the Tensions that occur BetweenGlobal Influences and Local Traditions?
|
Khamphay Sisavanh
|
|
2001
|
|
3 |
p. 261-266
6 p.
|
artikel
|
| 14 |
Big Change Questions: Is Finding the RightBalance with regard to Educational Changepossible, given the Tensions that occur betweenGlobal Influences and Local Traditions, incountries in Asia-Pacific?
|
Kyung-chul Huh
|
|
2001
|
|
3 |
p. 257-260
4 p.
|
artikel
|
| 15 |
Big Change Question What is Needed to Resolve the Social and Critical Issues Affecting Large Scale Reform Macro Change Demands Micro Involvement
|
Charol Shakeshaft
|
|
2004
|
|
3 |
p. 289-292
4 p.
|
artikel
|
| 16 |
Big Change Question What is Needed to Resolve the Social and Critical Issues Affecting Large Scale Reform Macro Change Demands Micro Involvement
|
Seymour B. Sarason
|
|
2004
|
|
3 |
p. 292-295
4 p.
|
artikel
|
| 17 |
Big Change Question What is Needed to Resolve the Social and Critical Issues Affecting Large Scale Reform Macro Change Demands Micro Involvement
|
Paul Shaker
|
|
2004
|
|
3 |
p. 296-302
7 p.
|
artikel
|
| 18 |
Book Review
|
Scott, Janelle T.
|
|
2005
|
|
3 |
p. 297-301
|
artikel
|
| 19 |
Book Review
|
Lowenstein, Roger
|
|
2005
|
|
3 |
p. 301-305
|
artikel
|
| 20 |
Book Review Datnow, A., Hubbard, L. and Mehan, H., Extending Educational Reform From One School to Many. London & New York, 2002. RoutledgeFalmer
|
Peter W. Hill
|
|
2004
|
|
3 |
p. 307-309
3 p.
|
artikel
|
| 21 |
Book Review Datnow, A., Hubbard, L. and Mehan, H., Extending Educational Reform From One School to Many. London & New York, 2002. RoutledgeFalmer
|
Brahm Fleisch
|
|
2004
|
|
3 |
p. 303-306
4 p.
|
artikel
|
| 22 |
Book Review: Deal, T., & Hentschke, G. Adventures of Charter School Creators: Leading from the Ground Up. Lanham, (2004). Scarecrow Education.
|
Scott, Janelle T.
|
|
2005
|
|
3 |
p. 293-297
|
artikel
|
| 23 |
Book Reviews
|
|
|
2003
|
|
3 |
p. 309-321
6 p.
|
artikel
|
| 24 |
Breakthrough is a pathway best not taken
|
Dickinson, David K.
|
|
2007
|
|
3 |
p. 279-282
|
artikel
|
| 25 |
Can schools successfully meet their educational aims without the clear support of their local communities?
|
Riley, Kathryn
|
|
2008
|
|
3 |
p. 311-316
|
artikel
|
| 26 |
Can We Transplant Educational Reform, and DoesIt Last?
|
Amanda Datnow
|
|
2002
|
|
3 |
p. 215-239
25 p.
|
artikel
|
| 27 |
Challenges in Fostering Ethical Knowledge as Professionalism within Schools as Teaching Communities
|
Campbell, Elizabeth
|
|
2005
|
|
3 |
p. 207-226
|
artikel
|
| 28 |
Changing organizational culture and instructional methods in elementary schools: Perceptions of teachers and professional educational consultants
|
Shachar, Hanna
|
|
2009
|
|
3 |
p. 273-289
|
artikel
|
| 29 |
Choosing teaching as a career in urban public Catholic and Jewish schools by graduates of elite colleges
|
Tamir, Eran
|
|
2013
|
|
3 |
p. 327-355
|
artikel
|
| 30 |
Closing the Achievement Gap A Metaphor for Children Left Behind
|
Henry A. Giroux
|
|
2004
|
|
3 |
p. 213-228
16 p.
|
artikel
|
| 31 |
Collective learning in primary schools and teacher education institutes
|
Castelijns, Jos
|
|
2013
|
|
3 |
p. 373-402
|
artikel
|
| 32 |
Collective teacher efficacy research: Productive patterns of behaviour and other positive consequences
|
Donohoo, Jenni
|
|
2018
|
|
3 |
p. 323-345
|
artikel
|
| 33 |
Comments on Michael Fullan’s, “The future of educational change: System thinkers in action”
|
Datnow, Amanda
|
|
2006
|
|
3 |
p. 133-135
|
artikel
|
| 34 |
Committed for life? Variations in teachers’ work, lives and effectiveness
|
Day, Christopher
|
|
2007
|
|
3 |
p. 243-260
|
artikel
|
| 35 |
Community schools: bridging educational change through partnerships
|
Malone, Helen Janc
|
|
|
|
3 |
p. 487-497
|
artikel
|
| 36 |
Competing purposes of education: The case of underschooled immigrant students
|
Drake, Kristy
|
|
2017
|
|
3 |
p. 337-363
|
artikel
|
| 37 |
Comprehensive school teachers’ professional agency in large-scale educational change
|
Pyhältö, Kirsi
|
|
2013
|
|
3 |
p. 303-325
|
artikel
|
| 38 |
Conceptualising educational changes: A social innovation approach
|
Loogma, Krista
|
|
2012
|
|
3 |
p. 283-301
|
artikel
|
| 39 |
Correction to: How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives
|
Meyer, André
|
|
|
|
3 |
p. 659-660
|
artikel
|
| 40 |
Correction to: How history matters: The emergence and persistence of structural conflict between academic and vocational education: The case of post‑Soviet Estonia
|
Loogma, Krista
|
|
2019
|
|
3 |
p. 423-424
|
artikel
|
| 41 |
Correction to: Twenty years of the Journal of Educational Change: A Perspective from the Global South
|
Fleisch, Brahm
|
|
|
|
3 |
p. 485
|
artikel
|
| 42 |
Creating capacity for learning: Are we there yet?
|
Stoll, Louise
|
|
|
|
3 |
p. 421-430
|
artikel
|
| 43 |
Curricular change in Turkey: Time, sequentiality, and differential power of actors in establishing a new knowledge path
|
Nohl, Arnd-Michael
|
|
2016
|
|
3 |
p. 303-318
|
artikel
|
| 44 |
Darling-Hammond: The flat world and education: How America’s commitment to equity will determine our future
|
Hersi, Afra Ahmed
|
|
2010
|
|
3 |
p. 291-295
|
artikel
|
| 45 |
Defining spaces: resource centres, collaboration, and inclusion in Kazakhstan
|
Somerton, Michelle
|
|
|
|
3 |
p. 315-334
|
artikel
|
| 46 |
Digital learning trails: Scaling technology-facilitated curricular innovation in schools with a rhizomatic lens
|
Jamaludin, Azilawati
|
|
2016
|
|
3 |
p. 355-377
|
artikel
|
| 47 |
Disabling conditions: Investigating instructional leadership teams in action
|
Weiner, Jennie Miles
|
|
2014
|
|
3 |
p. 253-280
|
artikel
|
| 48 |
Discourses of Exclusion and Inclusion inthe South: Limits and Possibilities
|
Yusuf Sayed
|
|
2003
|
|
3 |
p. 231-248
18 p.
|
artikel
|
| 49 |
Disseminating New Technologies ThroughVocational Education for Rural Change inChina
|
Zhang Tiedao
|
|
2001
|
|
3 |
p. 223-238
16 p.
|
artikel
|
| 50 |
Educational change as social movement: an emerging paradigm from the Global South
|
Rincón-Gallardo, Santiago
|
|
|
|
3 |
p. 467-477
|
artikel
|
| 51 |
Educational change following conflict: Challenges related to the implementation of a peace education programme in Kenya
|
Lauritzen, Solvor Mjøberg
|
|
2016
|
|
3 |
p. 319-336
|
artikel
|
| 52 |
Educational Change in Asia: An Overview
|
Rupert Maclean
|
|
2001
|
|
3 |
p. 189-192
4 p.
|
artikel
|
| 53 |
Educational Change Putting Reform into Perspective
|
Michèle Schmidt
|
|
2004
|
|
3 |
p. 207-211
5 p.
|
artikel
|
| 54 |
Educational reform as a dynamic system of problems and solutions: Towards an analytic instrument
|
Luttenberg, Johan
|
|
2012
|
|
3 |
p. 335-352
|
artikel
|
| 55 |
Education and the Contested Meanings of `GlobalCitizenship'
|
Leslie G. Roman
|
|
2003
|
|
3 |
p. 269-293
25 p.
|
artikel
|
| 56 |
Enacting autonomy reform in schools: The re-shaping of roles and relationships under Local Schools, Local Decisions
|
Gavin, Mihajla
|
|
|
|
3 |
p. 501-523
|
artikel
|
| 57 |
Ensuring the ongoing engagement of second-stage teachers
|
Kirkpatrick, Cheryl L.
|
|
2014
|
|
3 |
p. 231-252
|
artikel
|
| 58 |
Evaluation and decentralised governance: Examples of inspections in polycentric education systems
|
Ehren, M. C. M.
|
|
2017
|
|
3 |
p. 365-383
|
artikel
|
| 59 |
Evolution in educational change: A literature review of the historical core of the Journal of Educational Change
|
Garcia-Huidobro, Juan Cristobal
|
|
2017
|
|
3 |
p. 263-293
|
artikel
|
| 60 |
Fazal Rizvi and Bob Lingard: Globalizing education policy
|
Schutz, Aaron
|
|
2011
|
|
3 |
p. 371-375
|
artikel
|
| 61 |
Fazal Rizvi and Bob Lingard: Globalizing education policy
|
Nagahara, Minori
|
|
2011
|
|
3 |
p. 377-383
|
artikel
|
| 62 |
Female traditional principals and co-principals: Experiences of role conflict and job satisfaction
|
Eckman, Ellen Wexler
|
|
2009
|
|
3 |
p. 205-219
|
artikel
|
| 63 |
First Nations, Métis, and Inuit education: The Alberta initiative for school improvement approach to improve indigenous education in Alberta
|
Gunn, Thelma M.
|
|
2010
|
|
3 |
p. 323-345
|
artikel
|
| 64 |
From Network Learning to Classroom Teaching
|
Ann Lieberman
|
|
2002
|
|
3 |
p. 315-337
23 p.
|
artikel
|
| 65 |
From new to nuanced: (Re)Considering educator professionalism and its impacts
|
Weiner, Jennie Miles
|
|
|
|
3 |
p. 443-454
|
artikel
|
| 66 |
Gender discourse in an Arab-Muslim high school in Israel: Ethnographic case study
|
Arar, Khalid
|
|
2014
|
|
3 |
p. 281-301
|
artikel
|
| 67 |
Genre and activism: Schools, social movements, and genres as discourse conduits
|
Collin, Ross
|
|
2012
|
|
3 |
p. 353-372
|
artikel
|
| 68 |
Getting policy done in educational practice: What happens when multiple central government policies meet clusters of organization routines in schools
|
Waslander, Sietske
|
|
|
|
3 |
p. 605-630
|
artikel
|
| 69 |
Globalization and the Cultural Politics of Raceand Educational Reform
|
Fazal Rizvi
|
|
2003
|
|
3 |
p. 209-211
3 p.
|
artikel
|
| 70 |
Globalization, Race and Education: Continuityand Change
|
Sally Tomlinson
|
|
2003
|
|
3 |
p. 213-230
18 p.
|
artikel
|
| 71 |
Historicizing the Future Educational Reform, Systems of Reason, and the Making of Children Who are the Future Citizens
|
Thomas S. Popkewitz
|
|
2004
|
|
3 |
p. 229-247
19 p.
|
artikel
|
| 72 |
How can education systems improve? A systematic literature review
|
Barrenechea, Ignacio
|
|
|
|
3 |
p. 479-499
|
artikel
|
| 73 |
How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives
|
Meyer, André
|
|
|
|
3 |
p. 425-455
|
artikel
|
| 74 |
How do development paradigms influence education policy?
|
Hasan, Abrar
|
|
2010
|
|
3 |
p. 297-306
|
artikel
|
| 75 |
How school leaders can build effective data teams: Five building blocks for a new wave of data-informed decision making
|
Schildkamp, Kim
|
|
2019
|
|
3 |
p. 283-325
|
artikel
|
| 76 |
How to lead educational change
|
Shirley, Dennis
|
|
2016
|
|
3 |
p. 281-285
|
artikel
|
| 77 |
Impact of inquiry-based working on the capacity to change in primary education
|
Amels, Judith
|
|
2019
|
|
3 |
p. 351-374
|
artikel
|
| 78 |
Implementation of School-Based Management in Hong Kong: Recent Development and Future Challenges
|
Yu, Huen
|
|
2005
|
|
3 |
p. 253-275
|
artikel
|
| 79 |
Implementing new teacher evaluation systems: Principals’ concerns and supervisor support
|
Derrington, Mary Lynne
|
|
2015
|
|
3 |
p. 305-326
|
artikel
|
| 80 |
Improving anti-bullying initiatives: The role of an expanded research agenda
|
Ertesvåg, Sigrun K.
|
|
2014
|
|
3 |
p. 349-370
|
artikel
|
| 81 |
Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal-informal divide
|
Russell, Jennifer Lin
|
|
2012
|
|
3 |
p. 259-281
|
artikel
|
| 82 |
Innovating teaching and instruction in turbulent times: The dynamics of principals’ exploration and exploitation activities
|
Pietsch, Marcus
|
|
|
|
3 |
p. 549-581
|
artikel
|
| 83 |
Inside school turnaround: What drives success?
|
Hill, Kirsten Lee
|
|
|
|
3 |
p. 393-423
|
artikel
|
| 84 |
International learning communities: What happens when leaders seek to learn across national boundaries?
|
Mehta, Jal
|
|
2019
|
|
3 |
p. 327-350
|
artikel
|
| 85 |
Johnson, L. (2001). Media, Education, andChange
|
Robert Morgan
|
|
2002
|
|
3 |
p. 420-424
5 p.
|
artikel
|
| 86 |
Johnson, L. (2001). Media, Education, andChange
|
Chris Bigum
|
|
2002
|
|
3 |
p. 417-420
4 p.
|
artikel
|
| 87 |
Johnson, L. (2001). Media, Education, andChange
|
Becky Fong
|
|
2002
|
|
3 |
p. 424-427
4 p.
|
artikel
|
| 88 |
Large-scale assessments and their effects: The case of mid-stakes tests in Ontario
|
Hargreaves, A.
|
|
|
|
3 |
p. 393-420
|
artikel
|
| 89 |
Leading authentically at the cross-roads of culture and context
|
Walker, Allan
|
|
2007
|
|
3 |
p. 257-273
|
artikel
|
| 90 |
Leading in the age of post-socialist education transformations: Examining sustainability of teacher education reform in Latvia
|
Webster, Colin
|
|
2010
|
|
3 |
p. 347-370
|
artikel
|
| 91 |
Learning and teaching, schools and communities
|
Burns, Tracey
|
|
2008
|
|
3 |
p. 305-309
|
artikel
|
| 92 |
Local education authority’s quality management within a coupled school system: Strategies, actions, and tensions
|
Håkansson, Jan
|
|
|
|
3 |
p. 291-314
|
artikel
|
| 93 |
Mark Bray and Ramsey Koo (eds), Education and Society in Hong Kong and Macau: Comparative Perspectives on Continuity andChangeTony Townsend and Yin Cheong Cheng (eds),Educational Change and Developmentin the Asia-Pacific Region: Challenges for theFuture
|
Robyn Baker
|
|
2001
|
|
3 |
p. 271-275
5 p.
|
artikel
|
| 94 |
Mark Bray and Ramsey Koo (eds), Education and Society in Hong Kong and Macau: Comparative Perspectives on Continuity andChangeTony Townsend and Yin Cheong Cheng (eds),Educational Change and Developmentin the Asia-Pacific Region: Challenges for theFuture
|
Rosemary Preston
|
|
2001
|
|
3 |
p. 276-280
5 p.
|
artikel
|
| 95 |
Mark Bray and Ramsey Koo (eds), Education and Society in Hong Kong and Macau: Comparative Perspectives on Continuity andChangeTony Townsend and Yin Cheong Cheng (eds),Educational Change and Developmentin the Asia-Pacific Region: Challenges for theFuture
|
David Post
|
|
2001
|
|
3 |
p. 267-271
5 p.
|
artikel
|
| 96 |
Mathematics, PISA, and culture: An unpredictable relationship
|
Andrews, Paul
|
|
2015
|
|
3 |
p. 251-280
|
artikel
|
| 97 |
Meeting the discipline challenge: Capacity-building youth-adult leadership
|
Brasof, Marc
|
|
2019
|
|
3 |
p. 375-398
|
artikel
|
| 98 |
M. Fullan, P. Hill and C. Crevola, Breakthrough
|
White, R. E.
|
|
2007
|
|
3 |
p. 283-285
|
artikel
|
| 99 |
M. Fullan, P. Hill and C. Crevola, Breakthrough
|
Cooper, Patricia M.
|
|
2007
|
|
3 |
p. 275-277
|
artikel
|
| 100 |
Michael Fullan, Turnaround Leadership
|
Booher-Jennings, Jennifer
|
|
2007
|
|
3 |
p. 291-294
|
artikel
|
| 101 |
Michael Fullan, Turnaround Leadership
|
Angelis, Michael Robert De
|
|
2007
|
|
3 |
p. 287-289
|
artikel
|
| 102 |
Michael Fullan, Turnaround Leadership
|
Del Prete, Thomas
|
|
2007
|
|
3 |
p. 295-298
|
artikel
|
| 103 |
Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation
|
Nehez, Jaana
|
|
|
|
3 |
p. 315-341
|
artikel
|
| 104 |
Moving educational policy to educators’ lived reality: One state’s trickle-down, bottom-up pathway to literacy intervention reform
|
Barrett-Tatum, Jennifer
|
|
|
|
3 |
p. 355-378
|
artikel
|
| 105 |
Moving knowledge around: Strategies for fostering equity within educational systems
|
Ainscow, Mel
|
|
2012
|
|
3 |
p. 289-310
|
artikel
|
| 106 |
Networks and Contexts of Reform
|
Jan Nespor
|
|
2002
|
|
3 |
p. 365-382
18 p.
|
artikel
|
| 107 |
New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools
|
Muijs, Daniel
|
|
2006
|
|
3 |
p. 141-160
|
artikel
|
| 108 |
Overlooking the descent: Operational definition, identification, and description of school decline
|
Hochbein, Craig
|
|
2010
|
|
3 |
p. 281-300
|
artikel
|
| 109 |
Perils of perspective: Identifying adult confidence in the child’s capacity, autonomy, power and agency (CAPA) in readiness for voice-inclusive practice
|
Gillett-Swan, Jenna K.
|
|
2019
|
|
3 |
p. 399-421
|
artikel
|
| 110 |
Policy makers’ rhetoric of educational change: A critical analysis
|
Kovačević, Jasna
|
|
2018
|
|
3 |
p. 375-417
|
artikel
|
| 111 |
Possibility and persistence of educational change research: Concluding remarks to the twentieth anniversary issue of the Journal of Educational Change
|
Stone-Johnson, Corrie
|
|
|
|
3 |
p. 511-515
|
artikel
|
| 112 |
Professionalism and Politics in HighSchool Teaching Reform
|
Joan E. Talbert
|
|
2002
|
|
3 |
p. 339-363
25 p.
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