Applying adaptive change processes and supports to the learning classroom
University of Melbourne, Australia
Monash University, Australia
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.
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|Authors: Dr Terence Bowles (corresponding author) is a Senior Lecturer, Educational and Developmental Psychology, Melbourne Graduate School of Education, The University of Melbourne. His research interests focus on motivation, social and emotional aspects of learning, change management. His background is in clinical and educational development of psychology which forms the theoretical foundation for much of his work. His work encompasses research associated with early childhood, primary, secondary and tertiary age students.|
Dr Janet Scull is an associate professor in Education at Monash University. Her research focuses on the areas of language and literacy teaching and assessment, and practices that support the continuity of children's learning across early childhood settings and the early years of schooling. Janet has also contributed to design of systemic approaches to literacy teaching and the implementation and evaluation of programs to support students from a range of culturally and linguistically diverse backgrounds. Email: firstname.lastname@example.org
Please cite as: Bowles, T. & Scull, J. (2018). Applying adaptive change processes and supports to the learning classroom. Issues in Educational Research, 28(2), 271-287. http://www.iier.org.au/iier28/bowles.pdf