Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany.

Autor/inn/en	Hübner, Nicolas; Savage, Corey; Gräsel, Cornelia; Wacker, Albrecht
Titel	Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany.
Quelle	In: Journal of curriculum studies, 53 (2021) 6, S. 802-820Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1870714
Schlagwörter	Schulkultur; Schulleben; Schulform; Lehrer; Curriculumreform; Überzeugung; Implementierung
Abstract	Prior research suggests that teachers' positive perceptions of a reform are key when it comes to its successful implementation. The importance of teachers as enactors of change efforts results from their close tie to what is happening in the classroom. This suggests that without persuaded change agents, innovations are unlikely to be implemented coherently, and in turn, likely to fail. In this study, we investigated the relationships between different sets of predictors (specific to the teacher, the school, the reform, or support structures) and teachers' overall rating of a curricular reform. We found that teachers' perceived added value and their perceptions of specific reform aspects predicted overall reform ratings. Furthermore, we identified heterogeneity regarding the importance of specific predictors between different school tracks, which calls for increased attention to school context when considering teachers' perceptions of reforms.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2022/2