The imperative of complementarity between the school level and the classroom level in educational innovation.

Autor/inn/en	Maes, Frederik; Vandenberghe, Roland; Ghesquière, Pol
Titel	The imperative of complementarity between the school level and the classroom level in educational innovation.
Quelle	In: Journal of curriculum studies, 31 (1999) 6, S. 661-677Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Qualitative Forschung; Bedürfnis; Schule; Grundschule; Lehr-Lern-Forschung; Lernbedingungen; Lernen; Lernschwierigkeit; Unterricht; Innovationsforschung; Schulkonzept; Belgien
Abstract	The authors represent the results of a qualitative study on the implementation of special-needs provisions in four primary schools in the Dutch-speaking part of Belgium. It shows how primary schools deal with such an innovation as the extension of special-needs services. In the conceptual framework, the assumption that an innovation should be considered not only from a structural-functional perspective but also from an individual-cultural perspective is explored. The research data were subjected to within-site and cross-site analysis. The findings reveal the importance of complementarity between actions at the school level and the classroom level. An individual-cultural perspective is necessary if one wants to grasp the nature of this complementarity. (Abstract vom Verlag übernommen).
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2001_(CD)