778078 IMP0010.1177/1365480218778078Improving SchoolsEditorial editorial2018 Improving Editorial Schools Improving Schools 2018, Vol. 21(2) 109 –110 The subtleties of © The Author(s) 2018 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav bringing about change https://doi.org/10.1177/1365480218778078 DOI: 10.1177/1365480218778078 journals.sagepub.com/home/imp The articles in this issue, from their various origins and perspectives, help to shed light on the sub- tleties of school evaluation and change. They explore the fine balance between authentic and inau- thentic teacher involvement in school improvement and point to the need to consider how staff and students experience and understand what is intended. Tiina Soini and colleagues from three Finnish universities look at the importance of a process of shared sense-making at the local or district level as new national curriculum guidelines are intro- duced. The new curriculum is less concerned with content and learning objectives than with cur- riculum as process. They also place stronger emphasis on collaborative classroom practices, involving students in planning and designing content and the learning environment. Their research shows some unexpected dangers, for example, when district-level advisers try to simplify the chal- lenge to make it seem more manageable for schools, thus sidelining the kind of open-ended and problematising discussion which leads to critical understanding. Such discussions are
Improving Schools – SAGE
Published: Jul 1, 2018
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