Strategies for effecting system-wide pedagogical change: identifying and addressing the gap between organizational and pedagogical implementation

References

• Alpert, B., 2012. Challenges in academic literacy at teacher training programs and in professional development. Bitaon 48,5–7. Tel Aviv: Mofet Institute.
   Google Scholar
• Avalos, B., 2011. Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27 (1), 10–20.10.1016/j.tate.2010.08.007
   Web of Science ®Google Scholar
• Barzilai, S. and Zohar, A., 2016. Epistemic (meta) cognition: ways of thinking about knowledge and knowing. Handbook of epistemic cognition, 409–424.
   Google Scholar
• Denzin, N. K. and Lincoln, Y. S., 2002. The qualitative inquiry reader. London: SAGE Publications.‏10.4135/9781412986267
   Google Scholar
• Devlin, M. and Samarawickrema, G., 2010. The criteria of effective teaching in a changing higher education context. Higher education research and development, 29 (2), 111–124.10.1080/07294360903244398
   Web of Science ®Google Scholar
• Dexter, S., Herring, M., and Thomas, T., 2012. Editorial: technology leadership for the teacher education initiative. Contemporary issues in technology and teacher education, 12 (2), 255–263.
   Google Scholar
• Earl, L. and Fullan, M., 2003. Using data in leadership for learning. Cambridge journal of education, 33 (3), 383–394.10.1080/0305764032000122023
   Google Scholar
• Elmore, R.F., 2004. School reform from the inside out: policy, practice, and performance. Cambridge, MA: Harvard Educational Pub Group.
   Google Scholar
• Freeman, D., 1993. Renaming experience/reconstructing practice: developing new understanding of teaching. Teaching and teacher education, 9 (5-6), 485–497.10.1016/0742-051X(93)90032-C
   Web of Science ®Google Scholar
• Fullan, M., 1996. Professional culture and educational change. School psychology review, 25 (4), 496–500.
   Web of Science ®Google Scholar
• Fullan, M., 2000. The three stories of education reform. Phi Delta Kappan, 81 (8), 581–585.
   Web of Science ®Google Scholar
• Fullan, M., 2007a. The new meaning of educational change. London and New York: Routledge.
   Google Scholar
• Fullan, M., 2007b. Change the terms for teacher learning. Journal of staff development, 28 (3), 35–36.
   Google Scholar
• Fullan, M., 2011. Change leader: learning to do what matters most. San Francisco, CA: John Wiley and Sons.
   Google Scholar
• Fullan, M. and Scott, G., 2009. Turnaround leadership for higher education. San Francisco, CA: John Wiley and Sons.
   Google Scholar
• Fullan, M., Hill, P., and Crévola, C., eds., 2006. Breakthrough. CA: Corwin Press.
   Google Scholar
• Gallagher, M.J., Malloy, J., and Ryerson, R., 2016. Achieving excellence: bringing effective literacy pedagogy to scale in Ontario’s publicly-funded education system. Journal of educational change, 17 (4), 477–504.10.1007/s10833-016-9284-6
   Web of Science ®Google Scholar
• Gorozidis, G. and Papaioannou, A.G., 2014. Teachers’ motivation to participate in training and to implement innovations. Teaching and teacher education, 39, 1–11.10.1016/j.tate.2013.12.001
   Web of Science ®Google Scholar
• Hardy, I., 2014. A logic of appropriation: enacting national testing (NAPLAN) in Australia. Journal of education policy, 29 (1), 1–18.10.1080/02680939.2013.782425
   Web of Science ®Google Scholar
• Leat, D. and Lin, M.E.I., 2003. Developing a pedagogy of metacognition and transfer: some signposts for the generation and use of knowledge and the creation of research partnerships. British educational research journal, 29 (3), 383–414.10.1080/01411920301853
   Web of Science ®Google Scholar
• Koenig, K., 2009. Building acceptance for pedagogical reform through wide-scale implementation of clickers. Journal of college science teaching, 39 (3), 46.
   Google Scholar
• Kuhn, D., 2000. Metacognitive development. Current directions in psychological science, 9 (5), 178–181.10.1111/1467-8721.00088
   Web of Science ®Google Scholar
• Niess, M.L., 2008. Knowledge needed for teaching with technologies–Call it TPACK. AMTE connections, 17 (2), 9–10.
   Google Scholar
• Nelson, K. and Kift, S., 2005. Beyond curriculum reform: embedding the transition experience. In: A. Brew and C. Asmar, eds. Proceedings HERDSA 2005 28. Sydney, Australia: The University of Sydney, 225–235.
   Google Scholar
• Salmon, G., 2005. Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions. Research in learning technology, 13 (3), 201–218.10.1080/09687760500376439
   Google Scholar
• Stewart, M., 2014. Making sense of a teaching programme for university academics: exploring the longer-term effects. Teaching and teacher education, 38, 89–98.10.1016/j.tate.2013.11.006
   Web of Science ®Google Scholar
• Sunal, D.W., et al., 2001. Teaching science in higher education: faculty professional development and barriers to change. School science and mathematics, 101 (5), 246–257.10.1111/ssm.2001.101.issue-5
   Google Scholar
• Sursock, A., Smidt, H., and Davies, H., 2010. Trends 2010: a decade of change in European higher education. vol 1. Brussels: European University Association.
   Google Scholar
• Taylor, M., et al., 2011. Teacher professional leadership in support of teacher professional development. Teaching and teacher education, 27 (1), 85–94.10.1016/j.tate.2010.07.005
   Web of Science ®Google Scholar
• Thomas, T., et al., 2013. Leading change and innovation in teacher preparation: a blueprint for developing TPACK ready teacher candidates. TechTrends, 57 (5), 55–63.10.1007/s11528-013-0692-7
   Google Scholar
• Veenman, M.V., Van Hout-Wolters, B.H., and Afflerbach, P., 2006. Metacognition and learning: conceptual and methodological considerations. Metacognition and learning, 1 (1), 3–14.10.1007/s11409-006-6893-0
   Google Scholar
• Vescio, V., Ross, D., and Adams, A., 2008. A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24 (1), 80–91.10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Weinberger, Y. and Zohar, A., 2000. Higher order thinking in science teacher education in Israel. In: S.K. Abell, ed. Science teacher preparation: an international perspective. Springer, Netherlands: Kluwer Academic Publishers, 95–119.
   Google Scholar
• Weinberger, Y., 2016. Leading a system-wide pedagogical change: how a faculty of education invests in developing communication proficiencies? International journal of leadership in education. Available from: https://www.tandfonline.com/doi/full/10.1080/13603124.2016.1172735
   PubMedGoogle Scholar
• Zohar, A. and Barzilai, S., 2015. Metacognition and teaching higher order thinking (HOT) in science education: students’ thinking, teachers’ knowledge, and instructional practices. In: R. Wegerif, L. Li and J. Kaufman, eds. Routledge international handbook of research on teaching thinking. Oxon, UK: Routledge, 229–242.
   Google Scholar
• Zohar, A. and David, A.B., 2008. Explicit teaching of meta-strategic knowledge in authentic classroom situations. Metacognition and learning, 3 (1), 59–82.10.1007/s11409-007-9019-4
   Web of Science ®Google Scholar