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ERIC Number: EJ1000782
Record Type: Journal
Publication Date: 2013-Jan
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Sense-Making and Structure in Teachers' Reception of Educational Reform. A Case Study on Statistics in the Mathematics Curriculum
Marz, Virginie; Kelchtermans, Geert
Teaching and Teacher Education: An International Journal of Research and Studies, v29 p13-24 Jan 2013
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). (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium