Educational Change

Based on narrative-biographical work with teachers, the author argues that teachers' emotions have to be understood in relation to the vulnerability that constitutes a structural condition of the teaching job. Closely linked to this condition is the central role played by teachers' ''self-understanding''-their dynamic sense of identity-in teachers' actions and their dealing with, for example, the challenges posed by reform agendas. The (emotional) impact of those agendas is mediated by the professional context, that encompasses dimensions of time (age, generation, biography) and of space (the structural and cultural working conditions). Finally, it is argued that the professional and meaningful interactions of teachers with their professional context contains a fundamental political dimension. Emotions reflect the fact that deeply held beliefs on good education are part of teachers' self-understanding. Reform agendas that impose different normative beliefs may not only trigger intense feelings, but also elicit micropolitical actions of resistance or proactive attempts to influence and change one's working conditions. r It's more than a feeling y Boston ARTICLE IN PRESS www.elsevier.com/locate/tate 0742-051X/$ -see front matter r

Salinas De Gortari (1988) gave a high priority to teaching as part of his agenda developed during his term as president in the last six years. The current Mexican President Ernesto Zedillo also from the Institutional Revolutionary Party (PRI) continues to vigorously support a similar educational policy after assuming power in 1 December 1994. Moreover, Zedillo himself helped design the educational agenda as one of the four In the mid-1990s I was asked by the World Bank to carry out a short-term study of the teacher education component of the PARE program. Analysis of secondary research reports and program documents, and a week of classroom and school observations and interviews with program personnel and participants (teachers, principals and supervisors) served as sources of data. Using what I learned in this preliminary study, I examine the challenges associated with the introduction of constructivist approaches to educate rural teachers using Mexico's PARE as a case study.

Recent educational changes in China such as the decentralization policy and the marketization of education have introduced concepts such as performativity, competition and effectiveness to the education sector and they have become part of the educational lexicon. Such policy shifts force more local participation in teacher education programmes and schools are now identified as the prime site for offering relevant professional learning activities to teachers. However, interestingly, research on professional development of teachers in China has not devoted significant attention to the voices of teachers. This paper examines how teachers from seven schools in Guangdong Province view the effectiveness of these school-based learning activities within the new context of educational change.

The metaphor of scaling up is the wrong one to use for describing and prescribing educational change. Many of the strategies being employed to achieve scaling up are counter-productive: they conceive of practitioners as delivery agents or consumers, rather than as co-constructors of change. An approach to educational innovation based on the concept of taking local innovations to scale carries the danger of turning schools into franchises and of reducing the global diversity of educational ideas. Sound educational ideas get scaled up not only (or primarily) through a linear, topdown model that begins with a laboratory test and ends with a road show of workshops and training sessions. They also get scaled up-in the sense of disseminated and then adapted in ways that change practice-through researchers sharing with practitioners thickly described, contextualized examples of innovative practices and then inviting practitioners to decide how best to adapt these innovative practices for their local settings.

Networking and collaboration in educational settings have become increasingly important in terms of supporting innovation and policy developments in many educational systems. However, to date, the role and action of the middle tier remains an under-researched area, especially in the United Kingdom. This paper draws on findings from a study of district level (local authorities (LAs)) capacity to broker and facilitate school-based networks within a context of complex multiple agendas. The study, funded by the Department for Education and Skills (DfES) Innovations Unit and the National College for School Leadership (NCSL) involved 19 LAs over a two-year period. The authors worked as second order action researchers supporting local authority staff develop a range of strategies to broker and facilitate school-to-school networks. This paper draws on Habermassian notions of a critical theorem to describe the construction and use of a new theoretical framework outlining the strategies adopted by the middle tier officers within the project.

ABSTRACT. The paper opens by asking sharp questions about the current vogue for consulting students about various aspects of their experience of schooling. The unwit-ting manipulation often embedded in much of this activity is contrasted with a radical approach known as ‘Students as Researchers. ’ Having described the still current joint work in a UK high school that has developed since 1996 the paper moves on to consider the transformational nature of the project and ends by offering two frameworks: one suggests a number of key questions pertinent to any evaluation of the institutional conditions for student voice; the other provides an overarching conceptual re-appraisal of the domain. Practical examples are given and the compelling nature of the “Students as Researchers” approach reaffirmed.

This paper presents an approach to how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools show that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al., 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management.

This paper discusses the influence of an in-service distance education course in the construction of mathematics teachers' professional identity, especially regarding their views and practices of reflection and collaboration and their relation with information and communication technology. The course was based in open-learning pedagogy and focused on conducting exploratory and investigative work in the mathematics classroom. Evaluation results show that the perspectives and involvement of the participant teachers depend very much on their previous professional experience and relationship with the Internet. Teachers that use e-mail for collaborative work found this a very stimulating experience whereas those with less professional involvement had some difficulty in assuming the roles and values required for this kind of activity.

Based on reflections from over a decade of research, scholarship, and programmatic applications, this article provides evidence of impact from the work of Professor Andy Hargreaves with a specific focus on his concept of contrived collegiality. Explorations into matters of emotion provided an entry point through which the author has addressed the potential for overcoming patterns of contrived collegiality. Early research resulted in a theoretical framework of emotional epistemologies which has been foundational to the design and delivery of professional development and master's degree programs as well as further research into the evidence of impact from this approach to leadership development. The engagement with emotional meaning making, when treated as a way of building trust and developing collaborative learning communities, has proven a good match for the otherwise relatively contrived collegiality that Professor Hargreaves identified. Professor Hargreaves' contributions to the author's journey are a feature of the piece.

In most jurisdictions around the world,governments, in the name of economiccompetitiveness, have imposed comprehensive andquite dramatic changes on state schools. Mostchanges require a more centralized and rigorouscurriculum for pupils, a plethora ofaccountability measures and mandatoryin-service for teachers, and carefully definedand more onerous responsibilities for schoolleaders. The province of Ontario is nodifferent. Since 1995, its educational systemhas experienced quite revolutionary changes– all instituted with ‘break-neck’ speed. At thesame time most schools in Ontario are employinginternal change strategies to address theseoutside pressures. These change forces havecoalesced to redefine the work and lives ofteachers and school leaders in many intendedand unintended ways. There is a substantialliterature on both external and internal changeforces, but very little has been written aboutthe conjunction of these change forces with thepersonal side of change for teachers andleaders. Based on two studies undertaken by theInternational Centre for Educational Change atthe Ontario Institute for Studies inEducation/University of Toronto, this paperexamines the ‘unintended consequences’ of thesechange forces on the teachers and principals ofone secondary school in Ontario, Canada. Theteachers and leaders of Lord Byron High Schoolare not averse to change and are generallyquite content to do whatever is in the bestinterests of their students. The school has along history of innovation and change and areputation for attending to a wide diversity ofstudent needs.Through the use of multiple conceptual lenses,this paper addresses the ‘unintendedconsequences’ of systemic change to the schooland its teachers and principals. At a time whenteacher shortages and teacher morale aregrowing problems for many educationaljurisdictions, this investigation will point toan urgent need to build better bridges ofunderstanding between policy makers and policyimplementers, and for researchers to provideresearch that is more sensitive to the work andlives of ‘real’ people in ‘real’ schools.

This paper examines how trust affects teachers' willingness to work with innovations introduced by central office administrators. Interview and focus group data collected over a three-year period in five schools are used to analyze the centrality of trust to teachers' willingness to work with administrators to implement continuous improvement and quality management practices for their schools and classrooms. A qualitative data analysis software package was used to code interviews and focus groups for spontaneous comments that addressed trust. Two schools were characterized by high trust, and high willingness to change; high levels of distrust distinguished three others. This emphasis of the analysis is on the association of spontaneously expressed sentiments of trust or distrust and the association of those sentiments with willingness to participate in change initiated from outside the school building. Preexisting patterns of relational and institutional trust will enhance or limit the ability of leaders to initiate large-scale change. More needs to be known about how to change coherently distrustful school settings in order for systemic change to occur.

This paper reports an evaluation of Quality Teaching Action Learning (QTAL) projects conducted at New South Wales (NSW), Australia public (state) primary and secondary schools and explores how distributed leadership facilitated and was an outcome of the QTAL projects. The evaluation encompassed all 50 projects at 82 NSW public schools, and nine of these schools were selected and visited for case study by members of the evaluation team. Data were provided through individual project progress reports, journals, interviews and case studies. Schools used funding provided under the Australian Government Quality Teaching Program to release teams of teachers to undertake approved Quality Teaching Action Learning Projects using the NSW model of pedagogy as a framework. Projects were broadly successful in achieving their aims and distributed leadership and teacher learning were important factors in project planning, implementation, and success. Projects resulted in enhanced distributed leader...

"Istraživački projekat predstavljen u ovoj monografiji predstavlja vredan doprinos pedagoškoj nauci i obrazovnoj praksi. Sagledavanje prošlosti i vizije budućnosti obrazovanja u našoj zemlji iz perspektive ključnih aktera obrazovanja predstavlja izuzetno složenu i dinamičnu problematiku koja se ne sme zaobići prilikom kreiranja budućih obrazovnih politika. Primena metodologije scenarija, kao aktuelnog i inovativnog istraživačkog pristupa u proučavanju pravaca razvoja obrazovanja, biće inspirativna ne samo za naučnu i stručnu javnost, već i za širu čitalačku publiku.

Dr Vera Spasenović
(iz recenzije)



Teorijska i metodološka zasnovanost projekta, korišćenje pouzdanih izvora pri oceni stanja u obrazovnom sistemu i niz zanimljivih i dobro protumačenih rezultata ukazuju da je autorski tim izveo istraživanje koje bi moglo da pokrene nove ideje i način njihove realizacijhe u promenama obrazovnog sistema. Dobar stil pisanja i jasnoća u prikazivanju rezultata, kao i savremena literatura uz svaki prilog, dodatne su vrednosti ove studije.

(Prof. dr Sulejman Hrnjica)
"

In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them as inquirers into their own practice and authors and agents of situated innovation. Six examples of PLNs are introduced in this book to illustrate key attributes of PLNs that build educators’ ownership, practice, and expertise. Also highlighted is the potential of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners and equity-seeking communities (e.g., Indigenous communities, non-dominant cultural groups). Scholar, practitioner, and policy audiences can benefit greatly from the PLNs described here and draw from these case studies to inform equity-oriented PLNs centering the importance of teachers, students, engagement, collaboration, and rural place in educational transformation efforts.

Reforms and their contexts have unsettledboundaries. Actors construct themselves ascontexts for reforms in part by advancingdefinitions of those reforms: Reformsthemselves both presuppose and createcontextual frames. Drawing on actor networktheory and related approaches, this paperexamines the play of context and reform interms of efforts to construct and stabilizeeducational networks of differentconfigurations and scale. The fall and rise oftwo attempts at statewide curriculum reform inVirginia (USA) provide illustrations of how thenature of reform artifacts and the networksthrough which they circulate shape the politicsof reform.

For those of us who stay in the classroom and don’t go on to administration or the professoriate, teacher professional development is often so utterly useless. I have regularly been part of sessions where I have been taught to do things I have been doing for many years. On occasion I have been told things that I know are wrong. I can remember in one large school system where I taught briefly, teachers sneaked out of a professional development day through the bathroom—I was afraid to try it and have regretted it to this day! The end result of much professional development, particularly for experienced teachers, is simply fury.However I have also been very fortunate. I teach in a school where teachers have a good deal of control and where they have time and support for teamwork and collaboration. As a result this is a school where the professional conversation is unusually serious and thoughtful.Twice in my career I have been involved in multi year professional development seminars commi

Schools have been caught up in responding to the calls of external accountability. This has challenged school leaders to establish data gathering practices that ultimately lend themselves to creating school wide instructional systems to impact teaching and learning and offer a consistent instructional approach. This paper outlines how one school established a data driven approach to improve teacher performance by focusing on key elements using a literature focused approach as a catalyst for driving new innovation. The paper considers how a data driven focus (DDF) allows leaders to intentionally and systematically improve student learning. The paper begins by unpacking the new focus on instructional leadership. It unveils how leaders are required to create the foundation to develop a DDF as a vehicle to facilitate information about student achievement within the school. The second part of the paper reports on the change process used to implement DDF as guided by key elements. It entails a 6-step cycle involving 1) developing a desire for change, 2) reflection on data, 3) aligning school programs & curricula, 4) Understanding by Design instructional practices and professional development, 5) provision of feedback, and 6) nurturing teacher implementation. It reviews how one school, through the focus of improving PEOPLE: International Journal of Social Sciences ISSN 2454-5899 Available Online at: http://grdspublishing.org/ 543 instruction and intentionally using key literature-based concepts, developed a raised awareness for using curriculum and assessment data to guide decision making. This paper provides a rich example of how a school can facilitate and sustain a data-based decision-making culture in schools. The paper concludes that being a data-focused school is a possibility for each and every school.

Ο ρόλος του εκπαιδευτικού είναι καθοριστικός για την αποτελεσματικότητα μίας αλλαγής ενός Αναλυτικού Προγράμματος Σπουδών, αφού είναι αυτός που θα κάνει πράξη αυτή την αλλαγή στη σχολική τάξη. Η παρούσα μελέτη διερευνά, μέσα από μία πανελλήνια έρευνα, τις στάσεις και τις αντιλήψεις των εν ενεργεία θεολόγων εκπαιδευτικών απέναντι στις αλλαγές των Αναλυτικών Προγραμμάτων Σπουδών στο Μάθημα των Θρησκευτικών. Η έρευνα πραγματοποιήθηκε διαδικτυακά από τις αρχές του Μαΐου μέχρι τις αρχές του Ιουνίου του 2019, μέσω ερωτηματολογίων κλειστού τύπου δομημένων με βάση την κλίμακα μέτρησης Likert. Η ανάλυση των δεδομένων έγινε με το στατιστικό εργαλείο SPSS Statistics 20. Στο παρόν άρθρο παρουσιάζονται τα ευρήματα της έρευνας, αναφορικά με την εφαρμογή των αλλαγών του Α.Π.Σ. από τους θεολόγους εκπαιδευτικούς. Το συμπέρασμα της έρευνας είναι ότι, αν και οι θεολόγοι συμμερίζονται στην πλειοψηφία τους τις παιδαγωγικές προτεραιότητες των αλλαγών, διαπιστώνεται μία δυσκολία εφαρμογής τους στη σχολική τάξη. Αναδεικνύεται, κατά συνέπεια, η αναγκαιότητα των επιμορφώσεων ως απαραίτητη προϋπόθεση για την αποτελεσματική έκβαση της εκπαιδευτικής αλλαγής.

This position paper provides an alternative theoretical framework of sustainable second-order educational change. Here, sustainability refers to: 1) substantial changes made that affect the core of educators’ everyday practice; 2) a longitudinal process that begins when educators contemplate making changes and ends when satisfactory achievement on the other characteristics is reached and overt learning efforts are stopped; 3) a process of individual and organizational learning as well as changes in behaviors; resulting in 4) significant positive effects on student outcomes. Thus, this definition focuses on educators and their schools, not on professional development programs. Methodological considerations are provided.

The paper opens by asking sharp questions about the current vogue for consulting students about various aspects of their experience of schooling. The unwitting manipulation often embedded in much of this activity is contrasted with a radical approach known as 'Students as Researchers.' Having described the still current joint work in a UK high school that has developed since 1996 the paper moves on to consider the transformational nature of the project and ends by offering two frameworks: one suggests a number of key questions pertinent to any evaluation of the institutional conditions for student voice; the other provides an overarching conceptual re-appraisal of the domain. Practical examples are given and the compelling nature of the "Students as Researchers" approach reaffirmed.

Most published journal articles describing professional development (PD) initiatives for K-12 ures of hightheoretical framework arisen in content areas with more tradition in PD research (e.g., mathematics and science education). The goal of this review was to examine the musicspecific PD literature using this framework. We reviewed seven mainstream music education journals from 1990 to 2015, identifying 17 articles reporting on a total of 24 PD initiatives (e.g., workshops, courses, programs, school-based PD). Results show interesting differences in the extent to which the different features considered (i.e., content focus, active learning opportunities, collective participation, duration, and coherence) are exhibited in these musicspecific initiatives. This analysis is relevant for music education theory, policy, and practice, as it suggests concrete ways of improving the quality of the PD offered to school music teachers.

School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship is more likely to be broken through structural change and localised and community-based action rather than through the forces of standardization or accountability.

This paper discusses the role of mathematics teachers' beliefs and their impact on curriculum reform. It is argued that teachers' beliefs about the teaching and learning mathematics are critical in determining the pace of curriculum reform. Educational change is a complex process in which teachers hold strong beliefs about the quality and the process of innovation. Curriculum implementation may only occur through sufferance as many teachers are suspicious of reform in mathematics education given its equivocal success over the past decades. It is not surprising then that many teachers, when they come to enact the curriculum in their classes, rely more on their own beliefs than on current trends in pedagogy. These beliefs, conservative as they might be, have their own rationality in the practical and daily nature of the teaching profession, and in the compelling influence of educational systems from which these teachers are paradoxically the social product. The literature indicates that many of these teachers hold behaviourist beliefs, a fact that has strong implications for the success of constructivist-oriented curriculum reform. In general, studies of teachers' pedagogical beliefs reveal the extreme complexity of bringing about educational change, and largely explains the failure of many past reform endeavours.

The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this more inclusive direction. It finds, however, that their attempts were beset by difficulties and ambiguities which call for an explanation. It considers, and finds inadequate, accounts within the literature in terms of theories of educational change, theories of inclusive schools and micro-political theories. These accounts, it argues, need to be supplemented by a perspective which sees responses to diversity as being beset by dilemmas arising from contradictory imperatives within mass education systems. Such a dilemmatic perspective suggests that movement towards inclusive schooling is likely to be more problematic and more complex than we have supposed.

This paper arose from a research study and its follow-up in four schools of nursing and midwifery. The study was concerned with evaluating the extent to which a philosophy of health had been integrated into the educational curricula of nurses, midwives and health visitors. The purpose of the follow-up was to disseminate and implement the study findings in the four centres. The findings showed that the interpretation and implementation of a philosophy of health in nursing had been variable. Health was operationalized as both health education and health promotion ranging from individualized information giving and disease prevention. Action research was chosen as the appropriate methodology for the follow-up because of its emphasis on participation and partnership. As the follow-up study progressed a number of issues emerged which were indicative of the changes taking place in nurse education as its institutional base shifted into higher education. Other issues were associated with the gap between the rhetoric and reality of action research and the expectations and needs of the key partners. The authors conclude that the follow-up study presented both challenges and opportunities to nurse educators in their endeavour to undertaken research and implement educational change.

This chapter explores the impact of globalization on education in Greece and examines samples of challenges emerging from this process. More specifically, it examines and discusses the influence of globalization on educational changes in Greece with reference to recent associated phenomena such as international sports-cultural manifestations, unemployment and brain drain of scientists. The Europeanization of Greece is evident in the constant educational changes since its accession in the European Union (EU), especially after the 1997 educational reforms associated with the EU subsidies. Aspects of globalization are reflected in the increasing immigration of cheap labor and at the same time emigration of enterprises, unemployment of university graduates and further education restructuring attributed to the need for new skills in the "knowledge society" of a competitive European and world market (see Meselidis, 2008). 7.2 Public Education at a Crossroad The process of globalization through global economy of the international elits, capital flow, scientization of the western world, the expansion of transnational companies, mass education and the new way of life as advertised and almost imposed my the mass media has reached almost every inhabited area on this planet. Calls in many countries for global education standards have generated a series of cross-national efforts to measure achievement in several subjects at different levels (Meselidis, 2007). Although they claim sensitivity to the unique characteristics of

This research report documents the nature and impact of a Consortium of 10 school boards a liated with the Council of Ontario Directors of Education (CODE) in leading bold and sophisticated change for today’s students, in one of the highest performing and most culturally diverse educational systems in the world – the province of Ontario in Canada. Over more than a decade, these boards built on an earlier approach by all of the province’s 72 boards to advance deep learning not by imposing reform from the top, or by supporting a multitude of initiatives among teachers and schools at the bottom of the system, by what educators themselves describe as “Leading from the Middle” (LfM).

This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third-grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent-teacher contact, quality of the parent-teacher interactions, participation in educational activities at home, and participation in school activites. As predicted, the frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent participation at school declined from Years 1 to 3. Every parent involvement variable correlated moderately with school performance and parent involvement in Years 1 and 2, and accounted for a small, but significant amount of '

The book "The New Meaning of Educational Change" is highly effective to read for such leaders of educational organizations who miserably fail in bringing and consolidating the change process. It is equally important for the teachers to go through this book in detail so as to know their part in the change process and in complex school systems. Fullan has effectively highlighted major educational change problems which happen in most of the contexts, and he has successfully engaged readers with different aspect by providing insightful and anecdotes. The book is packed with lots of critical information related to change which requires reflecting and relating with our own context to see what actually happens. For those of us focused on educating, researching, helping, and driving school and educational system change, Michael Fullan has filled in as pioneer, guide, and tutor.

Grade 10 students' perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in the Westend School District (pseudonym) in British Columbia, using both quantitative (statistics of Likert-type scales) and qualitative (critical interpretive analysis of interview data) methods. The major findings of the study were that students do not appreciate the most prevailing contemporary practices in science classes, perceived by them as mainly the copying of the teacher's notes, and that they prefer science teaching and learning in which they take an active and responsible part. Additionally, teaching style appears to be the major determinant of high school students' attitudes toward science and science teaching. No change in students' perceptions of and attitudes toward science teaching and school science (in 1989 compared with 1986) could be detected in spite of the impact made by the recently advocated constructivist and science-technology-society (STS) approaches on science curriculum and science education. It is argued, therefore, that more emphasis must be placed on the science teachers' role and their teaching style if an educational change in the constructivist/STS direction is to be achieved.

Les élites arabes et leur rôles dans le développement-Large contribution d'un chef de file de la pensée arabe moderne : AEK ABID Préambule J'ai sélectionné ce travail d'équipe parce qu'il porte les empreintes de Aek Abid dont la continuité apparait dans son ouvrage publié récemment sur le site culturel mlfcham, le lien est : Voici les mots-clés dans ce document très précieux que vous trouverez dans ce travail d'équipe et qui démontrent continuité et convergence dans l'esprit de Aek Abid : Recadrage, relations interpersonnelles, institutions politiques et démocratie ; Cela nous ramène à cette conclusion : « « La disponibilité soudaine d'un savoir largement supérieur en propulsant notre pensée en avant sans le bénéfice d'une assimilation cohérente et progressive de toutes les étapes intermédiaires ayant amené ce résultat peut avoir des conséquences véritablement malheureuses (école de Palo Alto)». Le danger pour les pays arabes est de ne pas pouvoir s'intégrer dans une phase de transition entre la société actuelle et la société future, par manque de contribution de leurs élites dont le travail préparatoire est souligné dans ce document : il suffit de le lire puis de l'appliquer avant que ce soit trop tard. Amin Elsaleh – 17/06/2018 CRASC Centre national de recherche en anthropologie sociale et culturelle Division de recherche « socio anthropologie de l'éducation et des systèmes de formation » Projet de recherche N°132/P.E/CRASC/11 du 01/07/11 au 30/06/2014

This paper is based on research developed in two public high schools of Montevideo, aimed to identify their main relational patterns, with focus on bullying traits and the possible influence of family variables and school climate on relational problems through interviews, focus groups, document analysis and a questionnaire applied to a sample of 643 cases, a 45% of the total population in both high schools. A general conceptual framework is presented, including school environment, school violence and bullying. The questionnaire’s analysis allowed to define four kinds of violence: verbal violence; social exclusion; and physical violence against the person or against objects. Several associations were found between the occurrence of violence and the students gender, the family involvement of the student, the presence of adults in different school spaces, and the student`s academic condition. The paper concludes that a mean of 10% of the students in both schools suffer bullying, and that students with better grades suffer three times more violence than those in a worse academic situation, among other findings. Several policy recommendations stem from the findings.

Knowmad Society explores the future of learning, work, and how we relate with each other in a world driven by accelerating change, value networks, and the rise of knowmads.

Knowmads are nomadic knowledge workers: Creative, imaginative, and innovative people who can work with almost anybody, anytime, and anywhere. The jobs associated with 21st century knowledge and innovation workers have become much less specific concerning task and place, but require more value-generative applications of what they know. The office as we know it is gone. Schools and other learning spaces will follow next.

In this book, nine authors from three continents, ranging from academics to business leaders, share their visions for the future of learning and work. Educational and organizational implications are uncovered, experiences are shared, and the contributors explore what it’s going to take for individuals, organizations, and nations to succeed in Knowmad Society.