Perceptions of 'Significant Change' in School Cultures in South Australia
This paper reports findings from an analysis of teachers' stories to reveal their perceptions of what constitutes significant change in school cultures, practice and outcomes for teachers and students.
||School Learning Cultures, Organisational Change, Educational Transformation, Evaluation of Change
International Journal of Knowledge, Culture and Change Management, Volume 6, Issue 5, pp.161-170.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.958MB).
Dr Rosie Le Cornu is a Senior Lecturer in Education at the University of South Australia. She has been a consultant to the Learning to Learn Initiative since 1999. She is the Coordinator of the Practicum Scholarship Group. Her research interests include the rpacticm, school leadership and reform and teaching and learning in schools and Higher Education. She is currently involved in research investigating successful early career teaching and project management for educational change.
Dr Judy Peters is a lecturer in Education at the University of South Australia. She works clsoely with student teachers undertaking practicum experiences. She has worked as a university colleague in a number of state and federal school reform projects. She has been a consultant to the Learning to Learn Initiative since 1999. Her research interests include school leadership and reform, and teaching and learning in schools and Higher Education. She is currently involved in research investgating successful early career teaching and project managment for educational change.
Margot Foster is the Manager of Learning to Learn, an initiative funded by the South Australian Department of Education and Children's Services.
Robyn Barratt is a Policy and Program Officer in Learning to Learn.
Jacqueline Stratfold is a Policy and Program Officer in Learning to Learn.
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