Differences in State- and District-level Stakeholders’ Perceptions of Curriculum Coherence and School Impact in National Curriculum Reform

Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen, Tiina Soini, Tiina Soini

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

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.

Alkuperäiskielienglanti
LehtiJournal of Educational Administration
Vuosikerta57
Numero3
Sivut210-226
Sivumäärä17
ISSN0957-8234
DOI - pysyväislinkit
TilaJulkaistu - 5 maaliskuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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  • 516 Kasvatustieteet

Lainaa tätä

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Differences in State- and District-level Stakeholders’ Perceptions of Curriculum Coherence and School Impact in National Curriculum Reform. / Sullanmaa, Jenni; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina; Soini, Tiina.

julkaisussa: Journal of Educational Administration, Vuosikerta 57, Nro 3, 05.03.2019, s. 210-226.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Differences in State- and District-level Stakeholders’ Perceptions of Curriculum Coherence and School Impact in National Curriculum Reform

AU - Sullanmaa, Jenni

AU - Pyhältö, Kirsi

AU - Pietarinen, Janne

AU - Soini, Tiina

AU - Soini, Tiina

PY - 2019/3/5

Y1 - 2019/3/5

N2 - 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.

AB - 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.

KW - Curriculum coherence

KW - Curriculum reform

KW - EDUCATION

KW - IMPLEMENTATION

KW - Latent profile analysis

KW - OF-FIT INDEXES

KW - POLICY

KW - PRINCIPALS

KW - PROFESSIONAL-DEVELOPMENT

KW - SCALE

KW - SENSEMAKING

KW - STANDARDS

KW - School impact

KW - TEACHERS

KW - 516 Educational sciences

U2 - 10.1108/JEA-08-2018-0153

DO - 10.1108/JEA-08-2018-0153

M3 - Article

VL - 57

SP - 210

EP - 226

JO - Journal of Educational Administration

JF - Journal of Educational Administration

SN - 0957-8234

IS - 3

ER -