Table 1 - uploaded by Terry Bowles
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Source publication
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 phi...
Contexts in source publication
Context 1
... first rubric (Table 1) reflects traditional use and is applied to criterion and evidence- based indicators associated with whether the student has the competencies to relate change processes necessary for learning. The second rubric (Table 2) evaluates the school's potential to scaffold the child's learning. ...
Context 2
... this rubric is general and may be made task specific with some adjustment. Table 1 presents the aspects of the ACM have been transformed into a rubric suitable for establishing the readiness to change of the individual. Similar to the response to intervention approach, the student least likely to change is the student most needful of special, more individualised attention (Fox, Carta, Strain, Dunlap & Hemmeter, 2010;Hughes & Dexter, 2011). ...
Context 3
... allows for criteria to build sequentially in a similar manner to the ACM, making this an appropriate tool for applying this theoretical framework (Allen & Tanner, 2006). The descriptions contained in Table 1 relate to a student's progression through the ACM factors that guide the process of adaptive change as learning is engaged. The criteria provide dimensions of performance that are useful for assisting with creating direction, reflection, understanding, and clarification, as well as supporting progress towards a learning objective (Allen & Tanner, 2006;Andrade, 2000;Kinne, Hasenbank & Coffey, 2014). ...
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The Five-Factor Model (FFM) is one of the most commonly examined constructs of personality across cultures in recent times. However, there is a lacuna of evidence for the suitability of FFM measures for Indian adolescent school students below the age of 17 years. We carried out two independent studies for the psychometric evaluation of the measures...
Citations
... However, transformative learning among teachers is questionable. Past studies suggest the need for implementing transformative learning such as peer coaching (Ghosh et al., 2019), implementation of adaptive change models (ACM) (Bowles and Scull, 2018), conflict (Konopasky and Reybold, 2015), training (Beltramo et al., 2020), service learning pedagogy (Young and Karme, 2015) and approaches to culture (DeCapua et al., 2018). However, researchers also find that transformative learning is limited or does not arise. ...
... However, Bowles and Scull (2018) state that transformative learning refers to the concept of change in order to achieve dynamic teaching and learning processes. The adaptive change model (ACM) developed by Bowles and Scull (2018) assist teachers in providing ways to control and monitor individual student progress. ...
... However, Bowles and Scull (2018) state that transformative learning refers to the concept of change in order to achieve dynamic teaching and learning processes. The adaptive change model (ACM) developed by Bowles and Scull (2018) assist teachers in providing ways to control and monitor individual student progress. According to them, models determine ways to influence change, response, processes that facilitate change and learning. ...
... Forethought is translated into incentives and guides for action through the aid of self-regulatory mechanisms" (1989, p. 1179). Similarly, preparing well (Glanville & Wildhagen, 2007), planning, and remaining motivated more likely ensures that tasks are completed (Fredricks & McColskey, 2012) and supports change and learning (Bowles & Hattie, 2013;Bowles & Scull, 2018). Students' agentic engagement in the transformative process of learning is considered an essential pathway to academic progress (Molinari & Mameli, 2018, Reeve, 2013. ...
... 125). These self-evaluative standards function to mould students' perception of goals and how to achieve them (Bowles & Scull, 2018). This link between goal setting and adoption of social norms works for both formal and informal learning contexts where adaptive and prosocial behaviours, as well as antisocial delinquent behaviours, may be learned (Brindle et al., 2019;Carroll et al., 2001). ...
... The four factors revealed in the current study were consistent with previous research (Bowles & Scull, 2018). An evaluation of the items associated with each factor indicate that Future and Task Focus is defined as being able to see how school and making an effort helps to provide a pathway into the future. ...
This study investigated school connectedness, student engagement, academic grades, and student affect. Factor analyses of 331 adolescent students (Years 7, 9, and 11 in Australia), validated a four-factor model of school engagement. The factors revealed in the analyses were described as (1) future and task focus, (2) planning and motivation, (3) positive roles and models, and (4) positive social engagement. Cluster analyses revealed two typologies of students: a thriving group scoring significantly higher on all four factors than a striving group. There was a consistent number of students in each group across Years 7, 9 and 11. Compared to students in the striving group, on average, students in the thriving group scored significantly higher on grades (i.e., mathematics and English). Moreover, students in the thriving group were significantly higher on content and excited affects, and significantly less depressed and distressed compared to the students in the striving group. Limitations and implications for research and practice are discussed.
... The Chapter begins with an account of issues in research philosophy. 22 ...
Non-governmental Organizations (NGOs) are confronted with the need to implement change in order to improve performance and efficiency. Review of literature revealed that many organizations operating within the development sector, are experiencing and managing change either planned or emergent. Yet, NGOs continue to have problems effectively managing organizational change. Therefore, understanding what makes change management a successful process is crucial. Secondary research suggests that for a change process to be effective, it requires a vision, objectives, change framework, commitment of employees, change readiness, consistent communication, involvement, strong leadership and understanding the change context. This Dissertation sought to establish factors affecting change management using a single case study of an NGO. The study adopted a qualitative approach and interviewed seven individuals drawn using purposive sampling method. Data was collected using a piloted semi-structured interview guide. To ensure a diverse range of views and perceptions, interviewees from different levels in the organization were interviewed. The study observed that both internal and external aspects influenced how Organization X managed the change process. The study identified that Organization X to some extent utilized a few aspects that aligned to Kotter's 8 steps and this concurs with research studies that suggest that change frameworks when contextualized, may be useful and applicable among NGOs. The study recommends the development of a comprehensive change management plan that focuses on both the technical and people aspects, undertaking analysis before and during the change, building change management capacity, adoption of a learning perspective and development of a measurement strategy.
