Applying adaptive change processes and supports to the learning classroom

Terry Bowles, Janet Scull

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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
Volume28
Issue number2
Publication statusPublished - 2018

Cite this

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Applying adaptive change processes and supports to the learning classroom. / Bowles, Terry; Scull, Janet.

In: Issues in Educational Research, Vol. 28, No. 2, 2018, p. 271-287.

Research output: Contribution to journalArticleResearchpeer-review

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