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

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dc.contributor.author Soini, Tiina
dc.contributor.author Pietarinen, Janne
dc.contributor.author Pyhalto, Kirsi
dc.date.accessioned 2021-02-22T13:08:01Z
dc.date.available 2021-02-22T13:08:01Z
dc.date.issued 2018-07
dc.identifier.citation 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
dc.identifier.other PURE: 115064947
dc.identifier.other PURE UUID: b8760496-d82a-4a85-ad86-81629c2b92b7
dc.identifier.other WOS: 000434429700002
dc.identifier.other Scopus: 85046835875
dc.identifier.uri http://hdl.handle.net/10138/326883
dc.description.abstract 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. en
dc.format.extent 16
dc.language.iso eng
dc.relation.ispartof Improving Schools
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Curriculum implementation
dc.subject curriculum reform
dc.subject school development
dc.subject sense making
dc.subject SCHOOL LEADERS
dc.subject READING POLICY
dc.subject COMMON CORE
dc.subject SENSEMAKING
dc.subject TEACHER
dc.subject ACCOUNTABILITY
dc.subject IMPLEMENTATION
dc.subject ENACTMENT
dc.subject MAKERS
dc.subject MIDDLE
dc.subject 516 Educational sciences
dc.title Shared sense-making strategies in curriculum reform : District-level perspective en
dc.type Article
dc.contributor.organization University of Helsinki
dc.contributor.organization Department of Education
dc.contributor.organization The Centre for University Teaching and Learning (HYPE)
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1177/1365480217744290
dc.relation.issn 1365-4802
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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