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Educational change leadership through a new zonal theory lens : Using mathematics curriculum change as the example
Lamb, Janeen Branson, Christopher
Lamb, Janeen
Branson, Christopher
Author
Abstract
This paper outlines actions that educational change leaders can take to better meet their curriculum change obligations and responsibilities. In order to do this we extend Vygotsky’s (1978) zonal theory and its many extensions and elaborations by positioning educational change leadership within this theory. We rename the zones to Zone of Principal Responsibilities, Zone of Principal Support, Zone of Professional Learning, Zone of Teacher Resistance and Zone of Principal Illusion, and we introduce the Zone of Curriculum Change and represent these zones in diagrammatical form. We use our research on mathematics curriculum change in one school as an example of how our new zonal theory lens supports educational change leadership. Our findings illuminate possible actions and reactions of the principal and the teacher that ultimately suggest a way forward for turning around unsuccessful curriculum change. Our new zonal theory provides opportunities for change leaders to reduce teacher resistance with evidence that the action and reaction of the principal and the teacher are not independent of each other but are, in fact, co-constructed.
Keywords
Date
2015
Type
Journal article
Journal
Policy Futures in Education
Book
Volume
13
Issue
8
Page Range
1010-1026
Article Number
ACU Department
La Salle Academy
Faculty of Theology and Philosophy
Faculty of Theology and Philosophy
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Open Access Status
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Controlled