Differences in State- and District-level Stakeholders’ Perceptions of Curriculum Coherence and School Impact in National Curriculum Reform

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http://hdl.handle.net/10138/301767

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Sullanmaa , J , Pyhältö , K , Pietarinen , J , Soini , T & Soini , T 2019 , ' Differences in State- and District-level Stakeholders’ Perceptions of Curriculum Coherence and School Impact in National Curriculum Reform ' , Journal of Educational Administration , vol. 57 , no. 3 , pp. 210-226 . https://doi.org/10.1108/JEA-08-2018-0153

Title: Differences in State- and District-level Stakeholders’ Perceptions of Curriculum Coherence and School Impact in National Curriculum Reform
Author: Sullanmaa, Jenni; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina; Soini, Tiina
Contributor: University of Helsinki, Doctoral Programme in Psychology, Learning and Communication
University of Helsinki, Department of Education
Date: 2019-03-05
Language: eng
Number of pages: 17
Belongs to series: Journal of Educational Administration
ISSN: 0957-8234
URI: http://hdl.handle.net/10138/301767
Abstract: Purpose Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders. Design/methodology/approach The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants' perceptions of the core curriculum's coherence and the reform's impact on school development. Findings Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts. Practical implications The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform's effects on school-level development among state- and district-level stakeholders. Originality/value The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.
Subject: Curriculum coherence
Curriculum reform
EDUCATION
IMPLEMENTATION
Latent profile analysis
OF-FIT INDEXES
POLICY
PRINCIPALS
PROFESSIONAL-DEVELOPMENT
SCALE
SENSEMAKING
STANDARDS
School impact
TEACHERS
516 Educational sciences
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