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.802-820 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hübner, Nicolas) ORCID (Savage, Corey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1870714
Schlagwörter	Educational Change; Curriculum Development; Teacher Attitudes; Foreign Countries; Positive Attitudes; Teacher Role; Change Agents; Educational Innovation; Predictor Variables; Correlation; Teacher Characteristics; Institutional Characteristics; Track System (Education); School Culture; Educational Policy; Standards; Secondary School Teachers; Germany + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Ausland; Lehrerrolle; Instructional innovation; Bildungsinnovation; Prädiktor; Korrelation; Leistungsgruppe; Leistungsdifferenzierung; Schulkultur; Schulleben; Politics of education; Bildungspolitik; Standard; Deutschland
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01