scholarly journals Curriculum coherence as perceived by district‐level stakeholders in large‐scale national curriculum reform in Finland

2019 ◽  
Vol 30 (3) ◽  
pp. 244-263 ◽  
Author(s):  
Jenni Sullanmaa ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Tiina Soini
Keyword(s):  
Curriculum Reform ◽  
Large Scale ◽  
National Curriculum ◽  
District Level

scholarly journals Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform

2019 ◽  
Vol 57 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jenni Sullanmaa ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Tiina Soini
Keyword(s):  
Curriculum Reform ◽  
Educational System ◽  
Latent Profile Analysis ◽  
National Curriculum ◽  
District Level ◽  
School Level ◽  
Reform Process ◽  
Content Type ◽  
The Core ◽  
High Coherence

Purpose Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders. Design/methodology/approach The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development. Findings Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts. Practical implications The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders. Originality/value The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.

scholarly journals Shared sense-making strategies in curriculum reform: District-level perspective

2017 ◽  
Vol 21 (2) ◽  
pp. 111-126 ◽  
Author(s):  
Tiina Soini ◽  
Janne Pietarinen ◽  
Kirsi Pyhältö
Keyword(s):  
Curriculum Reform ◽  
District Level ◽  
School Level ◽  
Development Work ◽  
Sense Making ◽  
Making Sense ◽  
Everyday Practices ◽  
Hands On ◽  
New Ideas ◽  
Intermediary Role

Curriculum reform that has an effect on the everyday practices in schools always entails translation of new ideas into new educational practices. This takes place primarily through shared sense making. However, our understanding of the different ways in which shared sense making is carried out is still scarce. In Finland, the district level plays an important intermediary role in orchestrating curriculum development work at the municipalities and in translating and mediating reform into school-level development work. The study explores different shared sense-making strategies employed by 12 district-level curriculum reform steering groups around Finland, including participants from 54 municipalities. Three hands-on strategies of shared sense making including comparison, standardisation and transformation were identified. The results indicated that different hands-on strategies have different functions in the process of making sense of the reform objectives. To a certain extent, the strategies can be viewed as hierarchical. Overall, results suggest that district-level actors aim to foster shared sense making; however, a more intentional use of strategies is needed.

Dilemmas of leading national curriculum reform in a global era

2013 ◽  
Vol 42 (2) ◽  
pp. 293-311 ◽  
Author(s):  
Hongbiao Yin ◽  
John Chi-Kin Lee ◽  
Wenlan Wang
Keyword(s):  
Curriculum Reform ◽  
National Curriculum ◽  
Global Era

Numerical Modelling of a District Scale Groundwater Heat Pump Operation: Case Study from Colchester, UK

2021 ◽  
Author(s):  
Taha Sezer ◽  
Abubakar Kawuwa Sani ◽  
Rao Martand Singh ◽  
David P. Boon
Keyword(s):  
Large Scale ◽  
District Level ◽  
Thermal Plume ◽  
Injection Wells ◽  
Term Operation ◽  
Heating And Cooling ◽  
Groundwater Heat Pump ◽  
The Impact

<p>Groundwater heat pumps (GWHP) are an environmentally friendly and highly efficient low carbon heating technology that can benefit from low-temperature groundwater sources lying in the shallow depths to provide heating and cooling to buildings. However, the utilisation of groundwater for heating and cooling, especially in large scale (district level), can create a thermal plume around injection wells. If a plume reaches the production well this may result in a decrease in the system performance or even failure in the long-term operation. This research aims to investigate the impact of GWHP usage in district-level heating by using a numerical approach and considering a GWHP system being constructed in Colchester, UK as a case study, which will be the largest GWHP system in the UK. Transient 3D simulations have been performed pre-construction to investigate the long-term effect of injecting water at 5°C, into a chalk bedrock aquifer. Modelling suggests a thermal plume develops but does not reach the production wells after 10 years of operation. The model result can be attributed to the low hydraulic gradient, assumed lack of interconnecting fractures, and large (>500m) spacing between the production and injection wells. Model validation may be possible after a period operational monitoring.</p>

scholarly journals ‘Not waiting for the initiative to arrive’: Teachers promoting and sustaining reading

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Monica Hendricks
Keyword(s):  
School Improvement ◽  
Teacher Development ◽  
Curriculum Reform ◽  
National Curriculum ◽  
School Teachers ◽  
Assessment Policy ◽  
Policy Statements ◽  
Curriculum 2005 ◽  
Curriculum Reforms

The phases of post-apartheid curriculum reform starting with Curriculum 2005, to the revisions ushered in by the National Curriculum Statements and the recent Curriculum and Assessment Policy Statements display a trend toward increasing prescription in terms of content to be taught and allocation of curriculum time per subject, both of which are useful. In order to prepare school teachers for these ongoing curriculum reforms and an increased assessment burden, the national and provincial Education Departments have held regular workshops and provided bursaries for teachers to embark on academic studies in their teaching field. In addition, estimates are that non-governmental sources have spent R1 billion annually since 1994 on school improvement and teacher development programmes.

Getting to Scale with Good Educational Practice

1996 ◽  
Vol 66 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Richard Elmore
Keyword(s):  
Curriculum Reform ◽  
Large Scale ◽  
Educational Practice ◽  
School Organization ◽  
Progressive Movement ◽  
Successful Teachers ◽  
The Past ◽  
Incentive Structures ◽  
Children And Young Adults

How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices close to the "core" of educational practice. Elmore then reviews evidence from two attempts at large-scale reform in the past — the progressive movement and the National Science Foundation curriculum reform projects — to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education.

scholarly journals Reformas curriculares para o ensino médio: perspectivas e proposições da Base Nacional Comum Curricular à area de Ciências da Natureza

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Eliezer Alves Martins ◽  
Maira Ferreira
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Common Core ◽  
Teaching Practice ◽  
National Curriculum ◽  
Analytical Framework ◽  
Natural Sciences ◽  
Policy Cycle ◽  
National Education ◽  
Government Websites

Resumo: Este artigo é referente à uma análise documental sobre políticas curriculares para o Ensino Médio, após a promulgação da Lei de Diretrizes e Bases da Educação Nacional (LDB/96). Entre os objetivos, destaca-se a análise das três versões da Base Nacional Comum Curricular para o Ensino Médio, buscando discutir os princípios desta política curricular para a área de Ciências da Natureza, as aproximações e os distanciamentos nas diferentes edições do documento, considerando o cenário brasileiro e o modo como grupos e agendas financiam e promovem reformas educacionais no contexto da prática docente. A partir da busca em sites governamentais e de agências privadas, procedeu-se a análise dos documentos empíricos com base na Abordagem do Ciclo de Políticas, referencial metodológico-analítico que leva em consideração os contextos de influência, produção de texto e da prática. Para tal, focalizamos as análises nos contextos de influência e de produção de texto, mostrando que as políticas curriculares são efeitos e resultados de lutas e disputas de poder em contexto. Como resultado, foi observado que a construção das proposições e princípios curriculares sofrem influências de múltiplas agendas nacionais e internacionais. Além disso evidencia-se as relações híbridas de cunho global com proposições e princípios pedagógicos que fundamentam o pensamento neoliberal de superação, de autonomia e de competitividade entre os sujeitos, com temáticas que fragilizam a integração curricular entre os componentes curriculares na área de Ciências da Natureza, ao mitigar possibilidades com outras áreas pelo caráter disciplinar como vem sendo apresentada a política de reforma curricular pela BNCC.Palavras-chave: Reformas curriculares. Ensino médio. Ciclo de políticas. CURRICULAR REFORMS FOR HIGH SCHOOL: PERSPECTIVES AND PROPOSITIONS OF THE NATIONAL CURRICULUM COMMON CORE TO THE AREA OF NATURAL SCIENCES Abstract: This paper is about a documentary analysis of curricular policies for High School, after the promulgation of the Law on Guidelines and Bases of National Education (LGBNE/ 96). Among the objectives, we highlight the analysis of the three versions of the National Curriculum Common Core for High School seeking to discuss the principles of this curricular policy for the area of Natural Sciences, approaches and distances in different editions of the document, considering the Brazilian scenario and the way as groups and agendas finance and promote educational reforms in the context of teaching practice. From the search of government websites and private agencies, we analyzed the empirical documents based on the policy cycle approach a methodological-analytical framework that considers the contexts of influence, production of policy text and practice. For this, we focus the analyzes in the contexts of influence and context of policy text production, showing that curricular policies are effects and results of power struggles and disputes in context. As a result, it was observed that the construction of curricular propositions and principles are influenced by multiple national and international agendas. In addition, it is evidencing hybrid relationships of a global nature with pedagogical propositions and principles that support neoliberal thinking about self-improvement, autonomy, and competitiveness among the subjects with thematic aspects that weaken the curricular integration between the curricular components in the area of Natural Sciences, by mitigating possibilities with other areas for the disciplinary character as BNCC curriculum reform policy has been presented.Keywords: Curricular reforms. High school. Policy cycle.

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