Access the full text.
Sign up today, get DeepDyve free for 14 days.
Ingebjørg Mellegård, Karin Pettersen (2016)
Teachers’ response to curriculum change: balancing external and internal change forcesTeacher Development, 20
Erja Vitikka, L. Krokfors, Elisa Hurmerinta (2012)
The Finnish National Core Curriculum
Sanna Vahtivuori-Hänninen, Irmeli Halinen, H. Niemi, J. Lavonen, Lasse Lipponen (2014)
A New Finnish National Core Curriculum for Basic Education (2014) and Technology as an Integrated Tool for Learning
Virginie März, Geert Kelchtermans (2013)
Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculumTeaching and Teacher Education, 29
(2009)
The curriculum: Theory and practice (6th ed.)
Sanna-Mari Salonen-Hakomäki, T. Soini, J. Pietarinen, K. Pyhältö (2016)
The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of changeJournal of Curriculum Studies, 48
C. Coburn (2005)
Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading PolicyEducational Policy, 19
James Spillane, B. Reiser, Todd Reimer (2002)
Policy Implementation and Cognition: Reframing and Refocusing Implementation ResearchReview of Educational Research, 72
J. Denis, Lise Lamothe, A. Langley, M. Breton, Julie Gervais, L. Trottier, D. Contandriopoulos, C. Dubois (2009)
The reciprocal dynamics of organizing and sense-making in the implementation of major public-sector reformsCanadian Public Administration-administration Publique Du Canada, 52
L. Giddings (2005)
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2d edContemporary Nurse, 19
(2010)
How to Change 5000 Schools
(2013)
Municipalities and regional divisions based on municipalities (Handbooks 28). Helsinki: Author
P. Sahlberg (2011)
The Fourth Way of FinlandJournal of Educational Change, 12
H. Timperley, J. Parr (2005)
Theory Competition and the Process of ChangeJournal of Educational Change, 6
Amy Hightower (2002)
School districts and instructional renewal
K. Louis, M. Miles (1990)
Improving the Urban High School: What Works and WhyNASSP Bulletin, 75
N. Jennings (1996)
Interpreting Policy in Real Classrooms: Case Studies of State Reform and Teacher Practice
Y. Lincoln, E. Guba, J. Pilotta (1985)
Naturalistic inquiry: Beverly Hills, CA: Sage Publications, 1985, 416 pp., $25.00 (Cloth)International Journal of Intercultural Relations, 9
(2003)
Case study research: Design and methods (3rd ed.)
Linda Lotto (1986)
Qualitative Data Analysis: A Sourcebook of New Methods, 8
(2015)
Implementing the common core: How educators interpret curriculum reform
J. Luttenberg, T. Carpay, W. Veugelers (2013)
Educational reform as a dynamic system of problems and solutions: Towards an analytic instrumentJournal of Educational Change, 14
M. Priestley, R. Edwards, A. Priestley, Kate Miller (2012)
Teacher Agency in Curriculum Making: Agents of Change and Spaces for ManoeuvreCurriculum Inquiry, 42
(2016)
Joint inquiry: Teachers’ collective learning about the common core in high-poverty urban schools
M. Fullan, Joanne Quinn (2015)
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
K. Pyhältö, J. Pietarinen, T. Soini (2012)
Do comprehensive school teachers perceive themselves as active professional agents in school reforms?Journal of Educational Change, 13
M. Fullan (2016)
The elusive nature of whole system improvement in educationJournal of Educational Change, 17
Peter Berger, T. Luckmann (1967)
The social construction of reality : a treatise in the sociology of knowledgeAmerican Sociological Review, 32
S. Boone (2014)
Using Organizational Learning to Increase Operational and Conceptual Mental Models Within Professional Learning CommunitiesJournal of Psychological Issues in Organizational Culture, 5
A. Evans (2007)
School Leaders and Their Sensemaking About Race and Demographic ChangeEducational Administration Quarterly, 43
(2011)
Focus groups.Pediatric nursing, 37 5
Lucy Perman (2000)
A basic educationCriminal Justice Matters, 39
(1999)
Doing qualitative research (2nd ed.)
Joseph Murphy, Philip Hallinger (1988)
Characteristics of Instructionally Effective School DistrictsJournal of Educational Research, 81
M. Berends, S. Bodilly, S. Kirby (2002)
Facing the Challenges of Whole-School Reform: New American Schools After a Decade
N. Chioncel, R. Veen, Danny Wildemeersch, Peter Jarvis (2003)
The validity and reliability of focus groups as a research method in adult educationInternational Journal of Lifelong Education, 22
E. Whitley (1999)
The Construction of Social RealityInformation Technology & People, 12
K. Weick, K. Sutcliffe (2005)
Organizing and the Process of Sensemaking
José Guasp (2017)
Finnish Lessons 2.0. What Can the World Learn from the Educational Change in Finland, 6
J. Pietarinen, K. Pyhältö, T. Soini (2017)
Large-scale curriculum reform in Finland – exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherenceThe Curriculum Journal, 28
Larry Cuban (2013)
Why so many structural changes in schools and so little reform in teaching practiceJournal of Educational Administration, 51
C. Mølstad (2015)
State-based curriculum-making: approaches to local curriculum work in Norway and FinlandJournal of Curriculum Studies, 47
Andrew Shenton (2004)
Strategies for ensuring trustworthiness in qualitative research projectsEduc. Inf., 22
D. Nordholm (2016)
State policy directives and middle-tier translation in a Swedish exampleJournal of Educational Administration, 54
James Spillane, Kathryn Callahan (2000)
Implementing State Standards for Science Education: What District Policy Makers Make of the Hoopla.Journal of Research in Science Teaching, 37
L. Darling-Hammond, G. Sykes (1999)
Teaching as the Learning Profession : Handbook of Policy and Practice
Richard Krueger (1989)
Focus groups : a practical guide for applied researchJournal of Marketing Research, 26
(1999)
Organizing schools for teacher learning
J. Luttenberg, J.G.M. Imants, K. Veen, T. Carpay (2009)
Zoeken naar samenhang. De rol van 'betekenisafstemming' in de interactie tussen docent en vernieuwing.Pedagogische Studien, 86
James Spillane (1996)
School Districts Matter: Local Educational Authorities and State Instructional PolicyEducational Policy, 10
James Spillane, Jonathan Diamond, P. Burch, Tim Hallett, L. Jita, Jennifer Zoltners (2002)
Managing in the Middle: School Leaders and the Enactment of Accountability PolicyEducational Policy, 16
(2012)
Rotterdam: SensePublishers
C. Coburn (2001)
Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities, 23
A. Hargreaves, Ann Lieberman, M. Fullan, D. Hopkins (2009)
Second International Handbook of Educational Change
Marytza Gawlik (2015)
Shared Sense-Making: How Charter School Leaders Ascribe Meaning to Accountability.Journal of Educational Administration, 53
Tiina Soini, Maiju Kinossalo, Janne Pietarinen, Kirsi Pyhältö (2017)
Osallistamista oppimassa – kohti yhtenäistä ja ymmärrettävää perusopetuksen opetussuunnitelmaa
L. Cairns (2013)
Professional Capital: Transforming Teaching in Every School.British Journal of Educational Studies, 61
J. Pietarinen, K. Pyhältö, T. Soini (2019)
Shared Sense-making in Curriculum Reform: Orchestrating the Local Curriculum WorkScandinavian Journal of Educational Research, 63
T. Domina, Ryan Lewis, Priyanka Agarwal, Paul Hanselman (2015)
Professional Sense-Makers: Instructional Specialists in Contemporary Schooling.
Yaşar Kondakçı, Kadir Beycioglu, Mehmet Sincar, C. Uğurlu (2017)
Readiness of teachers for change in schoolsInternational Journal of Leadership in Education, 20
(2004)
Social research methods (4th ed.)
M. Crossan, H. Lane, Roderick White (1999)
An Organizational Learning Framework: From Intuition to InstitutionAcademy of Management Review, 24
S. Freytag (2016)
The New Meaning Of Educational Change
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.
Improving Schools – SAGE
Published: Jul 1, 2018
Access the full text.
Sign up today, get DeepDyve free for 14 days.