Shared sense-making strategies in curriculum reform : District-level perspective

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http://hdl.handle.net/10138/326883

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Soini , T , Pietarinen , J & Pyhalto , K 2018 , ' Shared sense-making strategies in curriculum reform : District-level perspective ' , Improving Schools , vol. 21 , no. 2 , pp. 111-126 . https://doi.org/10.1177/1365480217744290

Titel: Shared sense-making strategies in curriculum reform : District-level perspective
Författare: Soini, Tiina; Pietarinen, Janne; Pyhalto, Kirsi
Upphovmannens organisation: University of Helsinki
Department of Education
The Centre for University Teaching and Learning (HYPE)
Datum: 2018-07
Språk: eng
Sidantal: 16
Tillhör serie: Improving Schools
ISSN: 1365-4802
DOI: https://doi.org/10.1177/1365480217744290
Permanenta länken (URI): http://hdl.handle.net/10138/326883
Abstrakt: Curriculum reform that has an effect on the everyday practices in schools always entails translation of new ideas into new educational practices. This takes place primarily through shared sense making. However, our understanding of the different ways in which shared sense making is carried out is still scarce. In Finland, the district level plays an important intermediary role in orchestrating curriculum development work at the municipalities and in translating and mediating reform into school-level development work. The study explores different shared sense-making strategies employed by 12 district-level curriculum reform steering groups around Finland, including participants from 54 municipalities. Three hands-on strategies of shared sense making including comparison, standardisation and transformation were identified. The results indicated that different hands-on strategies have different functions in the process of making sense of the reform objectives. To a certain extent, the strategies can be viewed as hierarchical. Overall, results suggest that district-level actors aim to foster shared sense making; however, a more intentional use of strategies is needed.
Subject: Curriculum implementation
curriculum reform
school development
sense making
SCHOOL LEADERS
READING POLICY
COMMON CORE
SENSEMAKING
TEACHER
ACCOUNTABILITY
IMPLEMENTATION
ENACTMENT
MAKERS
MIDDLE
516 Educational sciences
Referentgranskad: Ja
Licens: unspecified
Användningsbegränsning: openAccess
Parallelpublicerad version: acceptedVersion


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