The way ahead for Finnish comprehensive school? Examining state-level school administrators' theory of change.

Autor/inn/en	Salonen-Hakomäki, Sanna-Mari; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
Titel	The way ahead for Finnish comprehensive school? Examining state-level school administrators' theory of change.
Quelle	In: Journal of curriculum studies, 48 (2016) 5, S. 671-691Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2016.1143530
Schlagwörter	Gesamtschule; Schulverwaltung; Staat; Reform; Schulentwicklung; Nachhaltigkeit; Schulentwicklung; Schulverwaltung; Gesamtschule; Kerncurriculum; Nachhaltigkeit; Staat; Reform
Abstract	A significant body of evidence shows that the goals of educational reforms are seldom fully achieved. Some research suggests that the problem lies in state-level curriculum reform work that lacks a sufficient understanding of the educational reality. However, views and perceptions among the central architects of the reforms have not been thoroughly studied. This study provides an insight into these views. The data comprise 23 semi-structured interviews with officials from the Finnish National Board of Education (FNBE) who conducted the Finnish Comprehensive School Core Curriculum Reform (2013-2014). FNBE officials' perceptions of the triggers and aims of the reform-considered as their 'theory of change'-are explored with qualitative analysis by identifying issues they wanted to preserve or react to, and the issues that should be worked towards and positioned as goals in the future. The results show that there is a somewhat shared theory of change among the architects of Finnish curriculum reform. The chief issues considered as things to react to were related to society, whereas the most common aims were related to pedagogy, such as moving away from traditional teaching towards pupil-centred collaborative learning. However, the theory of change was complex and included possibly contradictory elements.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/4