Agency Change And Learning

Despite the plethora of books on change, there appears a notable gap in the field; rarely is the authentic and candid voice of change agents heard. How often do academics or practitioners candidly state what they actually do when they are faced with managing change in their own organisations or when they are called on in a consultancy capacity? In this new book, the editors bring together a diverse group of contributors who have worked as Internal Change Agents in organizations to divulge what they really do and think about change. The authors draw on their own research work involving change agents and their change interventions and include current reflections on the post-Covid world of work, and the change required for achieving change interventions successfully. Each contribution offers perspectives from real change programmes, in both the public and private sector, offering a unique opportunity to move beyond theory and understand change in practice. The book offers valuable insights for academics and students of organisational change and behaviour, leadership and organisational development.

El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.

The present book collects, integrates, and discusses the range of perspectives and discourses on agency at work. In addition, the book compiles the empirical research that has been generated by various perspectives. The chapters deal with the relationship between (a) agency at work, and (b) professional learning and development. They encompass a wide variety of working life domains and/or contexts, and are based on a broad range of epistemological and theoretical standpoints. This volume is not only thought to bring together current research, but also to foster the contemporary discourse on workplace agency a few steps further. Although the book strongly focuses on research originating in the field of workplace learning, its contents may be of interest to researchers from other scientific domains, such as socio-cognitive and development psychology, organisational behaviour, leadership, economics, life-course research, and philosophy.

This book considers the process of impact assessment and shows how and why it needs to be integrated into all stages of development programmes. In-depth case studies are included and show a variety of approaches.

This excellent book remaps the limits and possibilities of change, clearly shifting the focus from outmoded debates on agency and structure to new practice-based discourses on agency and change. Offering readers a selective and critical review of key literature and empirical research, it will help students contextualize this complex subject area and independently evaluate future prospects for effective change agent roles in organizations Presenting an interdisciplinary exploration of competing discourses, the book uses two overarching conceptual continua: centred agency-decentred agency and systems-processes, thereby allowing a more intensive focus on agency and change. Well-written with challenging content, this book is essential reading for those interested in the origins, development and future prospects for change agency in an organizational world characterized by increasing complexity, risk and uncertainty.

"Neuroteach will aid teachers and school leaders in bringing the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student."--Back cover.

Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.

This book reconstructs the foundations of developmental and educational psychology and fills an important gap in the field by arguing for a specific spatial turn so that human growth, experience and development focus not only on time but space. This regards space not simply as place. Highlighting concrete cross-cultural relational spaces of concentric and diametric spatial systems, the book argues that transition between these systems offers a new paradigm for understanding agency and inclusion in developmental and educational psychology, and for relating experiential dimensions to causal explanations. The chapters examine key themes for developing concentric spatial systemic responses in education, including school climate, bullying, violence, early school leaving prevention and students’ voices. Moreover, the book proposes an innovative framework of agency as movement between concentric and diametric spatial relations for a reconstruction of resilience. This model addresses the vital neglected issue of resistance to sheer cultural conditioning and goes beyond the foundational ideas of Bronfenbrenner’s ecological systems theory, as well as Vygotsky, Skinner, Freud, Massey, Bruner, Gestalt and postmodern psychology to reinterpret them in dynamic spatial systemic terms. Written by an internationally renowned expert, this book is a valuable resource for academics, researchers and postgraduate students in the areas of educational and developmental psychology, as well as related areas such as personality theory, health psychology, social work, teacher education and anthropology.