共查询到20条相似文献，搜索用时 439 毫秒
1.
Premised on the assumption that school districts play an important role in the implementation of state and federal policy, this article explores the districts' response to state science standards. Adopting a cognitive perspective on the implementation process, the authors examine the ideas about science education that district policy makers construct from science standards. Our analysis illuminates how the ideas about reforming science education that district policy makers come to understand from new science standards contribute to these standards being adapted at the district level in ways that miss or misrepresent their core intent. The article identifies prominent patterns in district policy makers' understandings of the science reforms. Based on this analysis, the authors argue that a cause of implementation failure, rarely examined in the literature, concerns the ways in which local implementers miss or misconstrue the intent of policy proposals. © 2000 John Wiley & Sons, Inc. J Res Sci Teach: 37: 401–425, 2000 相似文献
2.
In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms. 相似文献
3.
This article deals with the politics of aid partnerships in the education sector of Benin following an anthropological policy research approach based on empirical data. I present local debates on primary education and the New Study Programmes, the latest education reform introduced nationwide in 1999. The different perceptions of the reform content, its implementation process and its outcomes, articulated by education experts, policy makers, donors, intellectual critics, teachers and parents, illustrate the complexity of educational policy making and, implicitly, of state-building in transnationalised arenas. 相似文献
4.
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. 相似文献
5.
Joo-Ho Park 《Asia Pacific Journal of Education》2013,33(1):34-52
Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. 相似文献
6.
A new approach to curriculum and implementation in a new era normally requires schools and teachers to take more responsibility
for student learning. This might present a challenge at any time, particularly when teachers have been used to more directives
and less professional approaches to curriculum implementation. In order to meet such a challenge, a new approach to curriculum
policy, namely “soft” policy, was used by policy-makers to implement curriculum reform. With the provision of substantial
resources, it was expected by the policy-makers that schools and teachers would have better opportunities to develop themselves
professionally and manage the new changes effectively. However, such a view misread the situation because the historical trend
and present situation of teachers’ professional development were overlooked. This paper uses case studies of schools and teachers
involved in the current reforms to show how teachers and schools implemented the reform process. The cases demonstrate how
reforms were understood at the local level and the extent to which it could be claimed that implementation had taken place. 相似文献
7.
《International Journal of Educational Development》2001,21(2):93-117
The problem of significant numbers of unqualified and underqualified primary teachers is critical in some African countries. As INSET (In-service Education and Training) is the only training these teachers receive, effective INSET practice is of concern to INSET planners seeking to address this problem. This article explores effective INSET strategies: the criteria for effectiveness being implementation of the training in the classroom. It presents an effective cyclical INSET model, entitled the INSET Strategies Model, which was used to guide a three-year (1995–1997) INSET programme for 145 unqualified and underqualified primary teachers in Namibia. The programme sought to develop teachers' basic teaching, English Language Teaching (ELT) and learner-centred skills, in order to support their efforts to implement reforms related to ELT introduced in Namibia in the early 1990s. The article discusses the stages of the model, each of which corresponds to an INSET strategy: needs assessment, organisation, determination of content, training process, follow-up and evaluation. The underlying change framework of the model, particularly the extent to which it takes micro-implementation factors into account, is offered as one explanation for its success. These factors are the objective and subjective realities within which teachers work. 相似文献
8.
This article looks at women teachers' involvement in educational reform from a gendered perspective. Using qualitative data collected in interviews with secondary level educators, the authors show how women teachers' beliefs and actions towards reform efforts were influenced by their gender identity. Socialization of women as nurturers and caretakers created in many women particular notions regarding the appropriate role they should play as teachers. When an educational reform effort 'fitted' with these conceptions, women teachers became advocates for and participated in the reforms. The support and commitment by women teachers in turn facilitated the success of the reforms. However, it was also found that the overrepresentation of women in a reform effort had the potential of creating negative political ramifications. When the character or profile of the reform took on a gendered identity, it ran the risk of facing resistance by men teachers in the school, ultimately thwarting implementation. 相似文献
9.
How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa 总被引：1，自引：0，他引：1
The meanings that a teacher attaches to the new curriculum reforms act as his or her map on the curriculum implementation journey, and these usually determine the success of the education reforms. This research article explores the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South Africa, where the perceived meanings emanated from, as well as the role they played in the implementation of the reforms in the classroom. It is argued that new curriculum reforms have to take place concurrently with other changes in order for them to have a significant and long-lasting effect. Three possible ways will be suggested that will help the teachers to avoid formulating reform meanings that are not aligned with the vision and goals of the new curriculum. 相似文献
10.
Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179
What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation. 相似文献
11.
Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Using background and foreground ideas and coordinative and communicative discourses on three analytically distinct levels, this article proposes and discusses a framework for empirically analysing, explaining and understanding education reforms on the transnational and local levels. The introduced conceptual framework represents an integration of discursive institutionalism (DI) and curriculum theory (CT) to provide a more multifaceted set of concepts to explore the lending and borrowing of transnational education policies and their application at both national and local levels. These concepts have been applied as analytical tools in a research study on the most recent curriculum reform in Sweden, and they may serve as an example of how different ideas, discourses and levels can be distinguished in research studies to maintain the complexity of education reforms. 相似文献
12.
Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, we describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. An exploratory factor analysis (n = 347) and a confirmative factor analysis (n = 263) revealed a three-factor structure of teachers' perception of the new educational policy: policy's practicality, need, and clarifying function. Our research results indicated that teachers confirm the policy's need. They perceive the reform as clear but they have questions about the policy's implementation. Implications for policy makers and school leaders are discussed. 相似文献
13.
Katja Brøgger 《Globalisation, Societies & Education》2014,12(4):520-541
The Bologna Process is one of the most extensive examples of policy borrowing processes. Based on qualitative data, this article argues in favour of studying part of this process as ‘global smallness’, centring on the organisational effects of the implementation of a globalised curriculum. Through Derrida's notion on hauntology, Fenwick and Edward's analysis of multiple reals, and Barad's understanding of entanglement and time, this article explores how the implementation processes evoke simultaneously existing worlds of practices propelled by the agency of the past troubling present higher education reform. Finally, this article addresses how ongoing reforms tend to increase the stretch between ‘what is performed on the outside’ and ‘what is practiced on the inside’. 相似文献
14.
CAROLINE DYER 《比较教育学》1999,35(1):45-61
Misjudging the ease of policy implementation is recognised as one of the most common planning mistakes. If implementation is not planned and structured, effective management of change may give way to ad hoc adjustments and short-term strategies for coping, with a subsequent dilution of policy efficiency. Developing countries can ill afford the wasted resources that result, but little research attention has been directed at providing information about implementation processes that policy makers can draw on. This article discusses a model of 'backward mapping' that was applied in India, and generated a variety of useful insights which have contributed to learning for policy. In contexts where comparatively little is known about the implementation process, the use of such models to generate this kind of learning can improve our understandings of the 'black box' of implementation, and open up new options for policy strategies to achieve policy goals. 相似文献
15.
Amanda Datnow Vicki Park Brianna Kennedy-Lewis 《Journal of Education for Students Placed at Risk》2013,18(4):247-265
The expectation that teachers will use student achievement data to improve their instruction is a major feature of national and local reform agendas. The theory of action behind data-driven decision making is a mostly causal model of professional action, whereby teachers diagnose weaknesses and implement solutions. The purpose of this article is to examine how high school teachers, situated within their policy and work contexts, use data to inform instructional decisions. Using a framework that draws upon sense-making and co-construction theories on reform implementation, we analyze qualitative data gathered in 4 urban public high schools in the United States. Findings reveal that the process of data use by teachers is complex, multilayered, and influenced by teacher interpretations and social interactions. Teachers used a variety of forms of data to inform their decision making and struggled to reconcile policies promoting data-driven decision making with local beliefs and practices. Implications for research and policy are discussed. 相似文献
16.
This article investigates the introduction of a systemic curriculum change, the Essential Learnings curriculum framework, in the Australian state of Tasmania. Using Gee's [(2003). Language in the science classroom: Academic social languages as the heart of school-based literacy. In: R. Yerrick, & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research (pp. 19–37). Mahwah, NJ: L. Erlbaum Associates] six claims regarding the importance of language in science education, the responses of the science teachers within a secondary school to the curriculum reform were investigated. This research utilised a narrative methodology to elucidate the processes by which science teachers attempted to negotiate a sense of meaning for the reforms within their work context. Three particular challenges are highlighted for curriculum reformers. These challenges involve the potential for a linguistic distance between teachers and reformers, understanding the importance of the work context in teacher learning and the dangers of a superficial application of reform language to teacher practices. The article concludes by emphasising that the negotiation of a situated language can provide both teachers and reformers with both coherence and a common ownership of a reform, thus strengthening the potential for its implementation and institutionalisation. 相似文献
17.
当前,我国教育政策执行具有显著的自上而下特征。在这宏观制度背景下,研究视角的选择往往体现着研究者的价值立场和研究预设。从政策参与者互动的研究视角,构建了利益相关者分析框架,并结合独立学院政策执行的案例进行分析,探讨了在7种不同类型的政策执行状态中,政策参与者的利益诉求及其实现程度。论文还探讨了运用利益相关者分析框架进行教育政策执行研究的现实意义。 相似文献
18.
Inner Mongolia, as an under-developed autonomous region of the People's Republic of China, provides an interesting insight into the process of higher education reform in China. Drawing upon experience of a recent English language teaching project at the Inner Mongolia Teachers' University (IMTU) this article considers the effect of the reform process on teacher education in Inner Mongolia. These reforms are placed within the general context of international trends in higher education over the past decade and the more specific reforms taking place in China since the commencement of the 'Open Door' policy in 1979. 相似文献
19.
Maha Shuayb 《Compare》2019,49(4):548-564
Many Arab countries are currently undergoing significant education reform. However, there is a paucity of research on how reforms are crafted and educational policies constructed. Lebanon has witnessed two education reforms since the Taif Agreement in 1989. This paper examines the role of research centres in influencing the last two education reforms. It selects a case study of an independent, non-governmental educational association and studies the role it played in these two reforms. The study found that contrary to the conventional wisdom, policy makers did call on research institutes when designing their reform. Yet there is a haphazard relationship between policy makers and researcher centres influenced by a number of factors, such as personal relationships, policy brokers, donors, and the availability of reputable research centres. The study also showed reluctance amongst some academics to play a direct role in influencing policymakers decisions. 相似文献
20.
The paper examines teachers’ emotions in the process of making sense of educational reforms. We draw upon concepts from sociological theory and education to inform our framework for understanding how emotions, as a social construct, directly and indirectly, influence teachers’ understandings. Using qualitative data gathered in a study of comprehensive school reform (CSR), we explain how teachers make sense of reforms within their school and classroom contexts and the emotions that arise in the process. Findings show that as teachers made sense of reforms at the school level, they attached little emotion to them; whereas, making sense of the reforms vis-à-vis their own classroom practice appeared to be a more emotional process for teachers. Implications for policy and practice are discussed. 相似文献