Roberto Joseph | Hofstra University (original) (raw)
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Papers by Roberto Joseph
British Journal of Educational Technology, 2005
This study utilised a qualitative research methodology known as formative research to improve the... more This study utilised a qualitative research methodology known as formative research to improve the process guidelines that are described in the Guidance System for Transforming Education (GSTE). This study took place in a small (5447 students), partly urban and partly rural school district in Indiana. The researchers, also serving as change facilitators, investigated an early stage of the systemic change process as outlined in the GSTE. Specifically, the research focused on field-testing and improving the process for assessing the district's readiness for change. It was found that this process could have been improved if the facilitators had had more guidance to help them develop the interview protocols.
This paper provides a conceptual framework for a systemic change process. The conceptual framewor... more This paper provides a conceptual framework for a systemic change process. The conceptual framework is comprised of key ideas that have emerged from the authors' experiences in facilitating change in school districts, and from a review of the educational change literature. The framework is intended to serve as a tool for creating and sustaining a successful systemic change process. The authors first present an argument for the need for systemic change. They then ground the conceptual framework within the soft systems and critical systems thinking literature. Finally the authors present each element of the conceptual framework for a systemic change process.
Techtrends, 2002
As culture is at the heart of meaning making, it warrants exacting attention in the systemic desi... more As culture is at the heart of meaning making, it warrants exacting attention in the systemic design process. As Gustafson & Powell (1991) point out, too often models are not tested for validity and reliability. It is for this reason that we emphasize that research must critically evaluate this expanded ADDIE model. As technology enables us to increase our interaction with the peoples of the world, we are enriched by the incessant shifts in our own cultural paradigms. Attention to this cultural dynamism and incessant interplay leads to both improved designs and improved designers. As instructional designers, we must be able to critically analyze our learner’s cultures and allow it to strengthen the instructional design process. In this way we address our ethical commitment to creating culturally sensitive products.
Journal of Science Teacher Education, 2010
British Journal of Educational Technology, 2005
This study utilised a qualitative research methodology known as formative research to improve the... more This study utilised a qualitative research methodology known as formative research to improve the process guidelines that are described in the Guidance System for Transforming Education (GSTE). This study took place in a small (5447 students), partly urban and partly rural school district in Indiana. The researchers, also serving as change facilitators, investigated an early stage of the systemic change process as outlined in the GSTE. Specifically, the research focused on field-testing and improving the process for assessing the district's readiness for change. It was found that this process could have been improved if the facilitators had had more guidance to help them develop the interview protocols.
This paper provides a conceptual framework for a systemic change process. The conceptual framewor... more This paper provides a conceptual framework for a systemic change process. The conceptual framework is comprised of key ideas that have emerged from the authors' experiences in facilitating change in school districts, and from a review of the educational change literature. The framework is intended to serve as a tool for creating and sustaining a successful systemic change process. The authors first present an argument for the need for systemic change. They then ground the conceptual framework within the soft systems and critical systems thinking literature. Finally the authors present each element of the conceptual framework for a systemic change process.
Techtrends, 2002
As culture is at the heart of meaning making, it warrants exacting attention in the systemic desi... more As culture is at the heart of meaning making, it warrants exacting attention in the systemic design process. As Gustafson & Powell (1991) point out, too often models are not tested for validity and reliability. It is for this reason that we emphasize that research must critically evaluate this expanded ADDIE model. As technology enables us to increase our interaction with the peoples of the world, we are enriched by the incessant shifts in our own cultural paradigms. Attention to this cultural dynamism and incessant interplay leads to both improved designs and improved designers. As instructional designers, we must be able to critically analyze our learner’s cultures and allow it to strengthen the instructional design process. In this way we address our ethical commitment to creating culturally sensitive products.
Journal of Science Teacher Education, 2010