Schools, Teachers, and Curriculum Change: A Balancing Act?

Autor/in	Priestley, Mark
Titel	Schools, Teachers, and Curriculum Change: A Balancing Act?
Quelle	In: Journal of Educational Change, 12 (2011) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-010-9140-z
Schlagwörter	Foreign Countries; Curriculum Development; Innovation; Educational Change; Social Theories; Teaching Methods; Educational Policy; Educational Practices; Policy Analysis; Case Studies; Change Strategies; School Culture; Leadership Styles; Educational Environment; Program Effectiveness; Comparative Analysis; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungspraxis; Politikfeldanalyse; Case study; Fallstudie; Case Study; Lösungsstrategie; Schulkultur; Schulleben; Führungsstil; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Educational change is a fact of life for teachers across the world, as schools are subjected to constant and ubiquitous pressures to innovate. And, yet, many school practices remain remarkably persistent in the face of such innovation. This paradox of innovation without change is perplexing for policymakers and practitioners alike. This paper investigates the gap between policy and practice, between innovation and the changes in social practices that occur in response to such innovation. It draws upon empirical data from two case studies in Scotland--schools responding to new curriculum policy--exploring contrasting approaches to the management of innovation. One is a laissez faire approach, and the other a more directive managerial strategy. Through an analytical separation of culture, structure, and agency, derived from the social theory of Margaret Archer, the paper sheds light on the social processes that accompanied innovation in these two settings demonstrating how teacher culture and differing management styles impact upon externally initiated policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10