'It's a Jigsaw Puzzle and a Challenge': Critical Perspectives on the Enactment of an RCT on Small-Group Tuition in Mathematics in Norwegian Lower-Elementary Schools

Autor/inn/en	Bubikova-Moan, Jarmila; Opheim, Vibeke
Titel	'It's a Jigsaw Puzzle and a Challenge': Critical Perspectives on the Enactment of an RCT on Small-Group Tuition in Mathematics in Norwegian Lower-Elementary Schools
Quelle	In: Journal of Education Policy, 37 (2022) 4, S.569-589 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bubikova-Moan, Jarmila) ORCID (Opheim, Vibeke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1856931
Schlagwörter	Foreign Countries; Mathematics Instruction; Educational Policy; Teaching Methods; Educational Change; Comparative Analysis; Elementary School Students; Teacher Attitudes; Principals; Administrator Attitudes; Intervention; Policy Formation; Professional Autonomy; Freedom; Evidence Based Practice; Small Group Instruction; Norway + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lehrerverhalten; Principal; Schulleiter; Politische Betätigung; Berufsfreiheit; Freiheit; Norwegen
Abstract	Today's schools are faced with increasingly complex demands of juggling their core educational tasks alongside multi-dimensional policy bids for reform, development and change. In this paper, we conceptualize our own RCT research on small-group tuition in mathematics in Norwegian lower elementary schools as a policy-relevant measure and part of a broader trend of evidence-based practice (EBP). Taking six of the participating schools as our empirical vantage point, we critically examine how they experience the project enactment against the broader canvas of their everyday, situated realities. Interviews with teachers and school principals show that while there is a near-unanimous agreement about the pedagogical merits of small-group tuition, enacting the RCT in practice creates multiple challenges, problems and tensions that the schools deal with in their unique ways. We argue that safeguarding local flexibility, autonomy and freedom in the face of imposed rigidity, multiple policy demands and changing circumstances are key issues to consider in planning, designing and committing to interventional research in educational policy settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01