Applying adaptive change processes and supports to the learning classroom

Terry Bowles, Janet Scull

    Research output: Contribution to journalArticleResearchpeer-review

    1 Citation (Scopus)


    The aim of this paper is to describe the application of the adaptive change model (ACM) to the school context, and provide rubrics for the use the model to evaluate student or teacher preparedness for change, and enhance the decision-making process at the school community, classroom, and individual student levels. Transformational learning is a philosophy that conceptualises change as central in the teaching and learning dynamic and provides the foundation for understanding how the ACM is applied to teaching and learning. The second aim of this paper is to propose how the eight factors of the ACM provide a template for interventions in schools. The eight factors (five processes and three supports) of the model define ways of prompting change, the responsiveness to curriculum materials and learning, and the processes that facilitate change and learning. Two rubrics to forward-map the change process towards learning based on this model are provided for future practice and research. The model provides a means of operationalising and monitoring progress for individual students from the teachers’ and eventually the students’ perspectives.

    Original languageEnglish
    Pages (from-to)271-287
    Number of pages17
    JournalIssues in Educational Research
    Issue number2
    Publication statusPublished - 2018

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