Sense-making and structure in teachers' reception of educational reform. A case study on statistics in the mathematics curriculum.
(2013) Teaching and Teacher Education — Vol. 29, n° January, p. 13-24 (2013)
Files
No attached file found for this publication.
Details
- Authors
- Abstract
- Implementing educational innovations is far more complex than the straightforward execution of policy prescriptions. The diversity in implementation variants reflects an inherent tension between stabilizing and change-driven processes in school organizations. This article tries to capture this complexity by focusing on how individual and collective processes of sense-making, as well as the actual structural factors (e.g., subcultures, roles and positions) and processes (e.g., legitimation) in the school, mediate implementation practices. Drawing on data from semi-structured interviews, this article reports on an exploratory study into the perceptions and implementation of the new statistics curriculum by secondary school teachers in Flanders (Belgium).
- Affiliations
Citations
März, V., Kelchtermans, G., Vanhoof, S., & Onghena, P. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and Teacher Education, 29(January), 13-24. https://doi.org/10.1016/j.tate.2012.08.004 (Original work published 2013)