Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Fullan's The New Meaning of Education Change (4th edition)
Transcript of Fullan's The New Meaning of Education Change (4th edition)
Fullan writes "Solutions must come through the development of
. The interface between the individual and collective meaning and action in everyday situations is where change stands or falls" (p. 9).
In the Ketelhut and Schifter article, we see what happens when teachers don't
in the change process at schools. The researchers examined why some teachers don't accept and adopt the use of technology in the classroom as much as others. Reasons aside, it's clear that when teachers don't share in this transition, the student learning experience is hindered.
Fullan argues top-down reform fails because buy-in is lacking, while bottom-up change fails because it lacks institutional support to make it permanent. He refers to this balance as the "too-tight / too-loose problem" (p. 11).
In the Sansosti and Noltemeyer article, we see how a top-down approach resulted in a legislated educational reform not being properly implemented. Because special education professionals were left out of the initiation phase, they weren't prepared to transition to the new RtI framework when it was mandated.
Fullan would argue this is a clear example of what happens when 'too- tight' decision making happens. With time, education, and training most educators would probably buy-in to the RtI method given the research that supports it, but because the change was given in a top-down style, successful outcomes are unlikely because it "fails to garner ownership, commitment, or even clarity about the nature of the reforms" (p. 11).
Fullan's 3 Steps of Change
The Three I's
When analyzing the Ketelhut and Schifter article, Fullan would argue we can't blame the teachers for not adopting the changes in technology, but rather the error was made in not involving the teachers in the initiation process. Having their input early on would have resulted in a smoother implementation process.
Notable Quotes from Chapters 1 -3
real change involves loss, anxiety, and struggle" (p. 21).
"Behaviors and emotions change before beliefs" (p. 41).
"Positive experience is what is motivating" (p. 59).
The New Meaning of Educational Change
Also, a 4 minute audio explaining a change I made and its application to Fullan's 3 Steps.