Selected References on Innovation and Professional Development

The International Research Foundation

for English Language Education

INNOVATIONS: SELECTED REFERENCES

(last updated 21 February 2015)

Adams, R. S., & Chen, D. (1981). The process of educational innovation: An international perspective. London: Kogan Page/UNESCO Press.

Adamson, B., & Davison, C. (2003). Innovation in English language teaching in Hong Kong primary schools: One step forwards, two steps sideways. Prospect, 18, 27-41.

Adamson, B., & Davison, C. (2008). English language teaching in Hong Kong primary schools: Innovation and resistance. In D. Murray (Ed.), Planning change, changing plans: Innovations in second language teaching (pp. 11–25). Ann Arbor, MI: University of Michigan Press.

Alderson, J. C. (1986). Innovations in language testing. In M. Portal (Ed.), Innovationsinlanguage testing (pp. 93-105). Windsor: National Foundation for Educational Research/Nelson.

Anderson, J. (1998). Managing and evaluating change: The case of teacher appraisal. In P. Rea-Dickins & K. P. Germaine (Eds.), Managing evaluation and innovation in language teaching: Building bridges (pp. 159–186). New York: Longman.

Bailey, K.M. (1992). The processes of innovation in language teacher development: What, why and how teachers change. In J. Flowerdew, M. Brock, S. Hsia (Eds.), Perspectives on second language teacher education(pp. 253-282). Hong Kong: City Polytechnic of Hong Kong.

Bailey, K.M., Curtis, A., Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.

Bailey, K. M., & Springer, S. E. (2013). Reflective teaching as innovation. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 106-122). London, UK: Routledge.

Baldridge, J. V., & Deal, T. E. (1983). The basics of change in educational organizations. In J. V. Baldridge & T. E. Deal (Eds.), The dynamics of organizational change in education, (pp. 1-11). Berkley, CA: McCutchan.

Bartlett, L. (1990). Teacher development through reflective teaching. In J.C. Richards D. Nunan (Eds.), Second language teacher education(pp. 202-214).Cambridge: Cambridge University Press.

Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. Albany NY: State University of New York Press.

Bianco, J. L. (2013). Innovation in language policy and planning: Ties to English language education. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 139-154). London, UK: Routledge.

Brindley, G. Hood, S. (1990). Curriculum innovation in adult ESL. In G. Brindley (Ed.), The second language curriculum in action (pp. 232-248).Sydney: NCELTR, Macquarie University.

Burns, A. (2013). Innovation through action research and teacher-initiated change. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 90-105). London, UK: Routledge.

Carless, D. R. (1998). A case study of curriculum implementation in Hong Kong. System, 26, 353–368.

Carless, D. R. (1999). Large-scale curriculum change in Hong Kong. In C. Kennedy, P. Doyle, & C. Goh (Eds.), Exploring change in English language teaching (pp. 19–28). Oxford, UK: Macmillan Heinemann.

Carless, D. R. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38, 639–662.

Carless, D. R., & Harfitt, G. (2013). Innovation in secondary education: A case of curriculum reform in Hong Kong. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 172-185). London, UK: Routledge.

Chapelle, C. A. (2007). Challenges in evaluation of innovation: Observations from technology research. Innovation in Language Learning and Teaching, 1(1), 30-45.

Cheah, Y. M. (1998). The examination culture and its impact on literacy innovations: The case of Singapore. Language and Education, 12, 192-209.

Chern, C., & Hsu, H. (2009). Trainer training innovation: Thetrainertrainingprograms in Taiwan. In J. Enever, J. Moon, & U.Raman(Eds.),Young learner English language policyandimplementation:International perspectives (pp. 157-163).Reading, UK: GarnetEducation.

Davison, C. (2013). Innovation in assessment: Common misconceptions and problems. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 263-276). London, UK: Routledge.

de Lano, L., Riley, L., & Crookes, G. (1994). The meaning of innovation for ESL teachers. System, 22, 487–496.

Derewianka, B. (2013). Change and innovation in primary education. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 155-171). London, UK: Routledge.

Duff, P. (1991). Innovations in foreign language education: An evaluation of three HungarianEnglish duallanguage programs. Journal of Multilingual and Multicultural Development, 12, 459-476.

Dutt, G. D., Venkateswaran, S., & Sashidhar, D. (2009). Curricular innovation: TheKarnataka experiment. In J. Enever, J. Moon, & U. Raman (Eds.), Younglearner English language policy and implementation: Internationalperspectives (pp. 173-179). Reading, UK: Garnet Education.

Drucker, P. F. (1991). The discipline of innovation. In J. Henry and D. Walker (Eds.), Managing innovation (pp. 9–17). Newbury Park, CA: Sage.

Edge, J., & Mann, S. (Eds.) (2013). Innovations in pre-service education and training for English language teachers. London, UK: British Council.

Engeström, Y. (1999a). Innovative learning in work teams: Analyzing circles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R.L. Punamaki (Eds.), Perspectives on Activity Theory (pp. 377-404). Cambridge, MA: Cambridge University Press.

Freeman, D. (1982). Observing teachers: Three approaches to in-service training and development. TESOL Quarterly, 16(1), 21-28.

Freeman, D. (2013). Teacher thinking, learning, and identity in the process of educational change. In K. Hyland & L. L. C. Wong (Eds.), Innovation and change in English language education (pp. 123-136). New York: Routledge.

Fullan, M. (1982). The meaning of educational change. New York, NY: Teachers College Press.

Fullan, M. (1982). Research into educational innovation. In H. L. Gray (Ed.), The management of education institutions (pp. 245-262). Lewes, Sussex: Falmer Press.

Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.

Fullan, M. (1998). Linking change and assessment. In P. Rea-Dickins & K.P.Germaine (Eds.), Managing evaluation and innovation in language teaching: Building bridges (pp. 253–262). London: Longman.

Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.

Fullan, M. & Park, P. (1981). Curriculum implementation. Toronto: Ontario Institute for Studies in Education.

Graddol, D. (2006). English next. London: British Council.

Goh, C. C. M., & Yin, T. M. (2008). Implementing the English language syllabus 2001 in Singapore schools: Interpretations and re-interpretations. In D. E. Murray (Ed.), Planning change, changing plans: Innovations in second language teaching (pp. 85–107). Ann Arbor, MI: University of Michigan Press.

Gong, Y., & Holliday, A. (2013). Cultures of change: Appropriate cultural content in Chinese school textbooks. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 44-57). London, UK: Routledge.

Govindarajan, V., & Trimble, C. (2010). The other side of innovation. Boston, MA: Harvard University Press.

Gross, N., Giacquinta, J. B. & Bernstein, M. (1971). Implementing organizational innovations. New York, NY: Basic Books.

Hall, D., & Hewings, A. (Eds.) (2001). Innovation in English language teaching. London, UK: Routledge.

Hamilton, J. A. (1996). Inspiring innovations in language teaching. Clevedon, UK: Multilingual Matters.

Havelock, R. G. (1973). The change agent’s guide to innovation in education. Englewood Cliffs, NJ: Educational Technology Publications.

Henrichsen, L. E. (1989). Diffusion of innovation in English language teaching: The ELEC effort in Japan, 1956-1968. New York, NY: Greenwood Press.

Huberman, A.M. (1973). Understanding changes in education: An introduction. Paris: UNESCO.

Huhn, C. (2012). In search of innovation: Research on effective models of foreign language teacher preparation. Foreign Language Annals, 45(S1), S163–S183.

Hyland, K. (2013). Corpora, innovation and English language education. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 218-232). London, UK: Routledge.

Hyland, K. (2013). InnovatingInstruction:English in the disciplines at the University of Hong Kong.Hong Kong Journal of Applied Linguistics, 14(2), 3-19.

Hyland, K., &Wong, L. L. C. (2013). (Eds.). Innovations and change in English language education. London, UK:Routledge.

Johnson, K. E. (2013). Innovation through teacher education programs. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 75-89). London, UK: Routledge.

Karavas-Doukas, K. (1998). Evaluating the implementation of education innovations: Lessons from the past. In P. Rea-Dickins & K. P. Germaine (Eds.), Managing evaluation and innovation in language teaching: Building bridges (pp. 25–50). New York: Longman.

Katz, A., Byrkun, L., & Sullivan, P. (2008). Challenges in translating change into practice: Textbook development in Ukraine. In D. Murray (Ed.), Planning change, changing plans: Innovations in second language teaching (pp. 43–61). Ann Arbor, MI: University of Michigan Press.

Kelly, P. (1980). From innovation to adaptability: The changing perspective of curriculum development. In M. Galton (Ed.), Curriculum change(pp. 65-80). Leicester: Leicester University Press.

Kennedy, C. (1987). Innovating for a change: Teacher development and innovation. English Language Teaching Journal, 41(3), 163-169.

Kennedy, C. (1988). Evaluation of the management of change in ELT projects. Applied Linguistics,9(4), 329-342.

Kennedy, C. (2013). Models of change and innovation. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 13-27). London, UK: Routledge.

Kennedy, C., & Kennedy, J. (1996). Teacher attitude and change implementation. System, 24(3), 351-360.

Kennedy, J., & Kennedy, C. (1998). Levels, linkages, and networks in cross-cultural innovation. System, 26, 455–469.

Kotter, J.P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, Mar/Apr 1995, 59-67.

Kurtoglu-Hooton, N. (2013). Providing ‘the spark’ for reflection from a digital platform. In J. Edge & S. Mann (Eds.), Innovations in pre-service education and training for English language teachers (pp. 17-32). London, UK: British Council.

Lambright, W. Flynn, P. (1980). The role of local bureaucracy-centered coalition in technology transfer to the city. In J. A. Agnew (Ed.), Innovation research and public policy (pp. 243-282). Syracuse, NY: Syracuse University Press.

Larsen-Freeman, D. (1983). Training teachers or educating a teacher. In J.E. Alatis, H.H. Stern, P. Strevens (Eds.), Georgetown University round table on language and linguistics (pp. 264-274).Washington, DC: Georgetown University Press.

Larsen-Freeman, D. (1987). Recent innovations in language teaching methodology. Annals of the Academy of Political and Social Sciences, 490, 51-69.

Levine, A. (1980). Why innovation fails. Albany, NY: State University of New York Press.

Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677–703.

Lucas, A. F. (2000). A collaborative model for leading academic change. In Leading academic change: Essential roles for department chairs (pp. 33–54). San Francisco, CA: Jossey-Bass.

Mann, S., & Edge, J. (2013). Overview—Innovation as action new-in-context: An introduction to the PRESETT collection. In J. Edge & S. Mann (Eds.), Innovations in pre-service education and training for English language teachers (pp. 5-13). London, UK: British Council.

Markee, N. (1992). The diffusion of innovation in language teaching. Annual Review of Applied Linguistics, 13, 229–243.

Markee, N. P. P. (1993). The diffusion of innovation in language teaching. Annual Review of Applied Linguistics, 13, 229-243.

Markee, N. P. P. (1994). Curricular innovations: Issues and problems. Applied Language Learning, 5(2), 1-30.

Markee, N. (1997).Managing curricular innovation. New York: Cambridge University Press.

Markee, N. (2013). Contexts of change. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 28-43). London, UK: Routledge.

Marklund, S. (1972). The new role of the teacher in Swedish innovative schools. Paris: Organization for Economic Cooperation and Development.

McCarthy, M. J., & Carter, R. A. (2001). Designing the discourse syllabus. In D. Hall, & A. Hewings (Eds.), Innovation in English language teaching (pp. 55-63). London, UK: Routledge.

Miles, M. (1964). Educational innovation: The nature of the problem. In M.B. Miles (Ed.), Innovations in education (pp. 1-48).New York, NY: Teachers College Press.

Milstein, M. M. (1982). Training internal change agents for schools. In H. L. Gray (Ed.), The management of educational institutions (pp. 163-178). Lewes, Sussex: Falmer Press.

Murray, D. E. (Ed.). (2008). Planning change, changing plans: Innovations in second language teaching. Ann Arbor, MI: University of Michigan Press.

Murray, D. E. (2013). Higher education constraints on innovation. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 186-199). London, UK: Routledge.

Nicholls, A. (1983). Managing educational innovations. London: Allen and Unwin.

Nunan, D. (2013). Innovation in the young learner classroom. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 233-247). London, UK: Routledge.

Parks, S. (2001). Moving from school to the workplace: Disciplinary innovation, border crossings, and the reshaping of a written genre. Applied Linguistics 22 (4), 405-438.

Pelz, D. C. (1985). Innovation complexity and the sequence of innovating stages. Knowledge: Creation, Diffusion, Utilization, 6(3), 261-291.

Pieters, G. R., & Young, D. W. (2000). The ever-changing organization: Creating the capacity for continuous change, learning and improvement. Boca Raton, FL: St. Lucie Press.

Qiang, W., Lin, S., & Xin, M. (2009). An impact study of a TEYL innovation in Beijing, China. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 223-230). Reading, UK: Garnet Education.

Rinvolucri, M. (1981). Resistance to change on in-service teacher training courses. Recherches et Echanges, 6(1), 45-52.

Rixon, S. (2009). The EYL publishers panel: Supporting innovation and bestpractice in EYL: The role of publishing. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 211-214). Reading, UK: Garnet Education.

Robert, M. and A. Weiss. (1988). The innovation formula: How organizations turn change into opportunity. Cambridge, MA: Ballinger Publishing Co.

Robinson, M. (2013). Innovation in language test development. Research Notes, 52, 7-13.

Rogers, E.M. (2003). The diffusion of innovations. (5rd ed.). New York, NY: Free Press.

Rogers, E. M., & Shoemaker, F. F. (1971). Communication of innovations: A cross-cultural approach (2nd ed.). New York, NY: Free Press.

Rudduck, J. (1991). Innovation and change. Milton Keynes: Open University Press.

Schwieter, J.W. (2014). Innovative research and practices in second language acquisition and bilingualism.Philadelphia, PA: John Benjamins.

Shamim, F. (1996). Learner resistance to innovation in classroom methodology. In H. Coleman (Ed.), Society and the language classroom. (pp. 105-121). Cambridge, UK: Cambridge University Press.

Sharan, S., Shachar, H., & Levine, T. (1999). The innovative school: Organization and instruction. London, UK: Bergin & Garvey.

Snow, M. A., & Katz, A. M. (2008). Process and product in educational innovation: Implementing standards in Egypt. In D. Murray (Ed.), Planning change, changing plans: Innovations in second language teaching (pp. 122–137). Ann Arbor, MI: University of Michigan Press.

Stoller, F. L. (1994). The diffusion of innovations in intensive ESL programs. Applied Linguistics, 15(3), 300-327.

Stoller, F. L. (1995). The diffusion of innovations in intensive ESL programs. Innovative Higher Education, 19(3), 177-195.

Stoller, F. L. (2009). Innovation as the hallmark of effective leadership. In M. A. Christison & D. Murray (Eds.), Leadership in English language education: Theoretical foundations and practical skills for changing times (pp. 73–84). New York, NY: Routledge.

Stoynoff, S.J. (1989). Successfully implementing educational change and innovation. Paper presented at the 23rd annual TESOL conference. San Antonio, TX.

Straker-Cooke, R. H. (1987). Introducing ELT curriculum change. In R. Bowers (Ed.), Language teacher education: An integrated programme for ELT teacher training, 17-32. ELT Documents 125. London: Modern English Publications British Council.

Thorne, S. L. (2004). Cultural historical activity theory and the object of innovation. In O. St. John, K. van Esch, & E. Schalkwijk (Eds). New insights into foreign language learning and teaching (pp. 51-70). Frankfurt, Germany: Peter Lang Verlag.

Thorne, S. L., Reinhardt, J., & Golombek, P. (2008). Mediation as objectification in the development of professional discourse: A corpus-informed curricular innovation. In J. P. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 256-284). London, UK: Equinox.

Tomlinson, B. (1990). Managing change in Indonesian high schools. ELT Journal, 44(1), 25-36.

Tomlinson, B. (2013). Innovation in materials development. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 203-217). London, UK: Routledge.

Valencia, S.W., & Killion, J.P. (1988). Overcoming obstacles to teacher change: Direction from school-based efforts. Journal of Staff Development, 9(2), 168-174.

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White, C. (2007). Innovation and identity in distance language learning and teaching.Innovation in Language Learning and Teaching, 1(1), 97-110.

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