Show simple item record

dc.contributor.authorSoini, Tiina
dc.contributor.authorPyhältö, Kirsi
dc.contributor.authorHaverinen, Kaisa
dc.contributor.authorSullanmaa, Jenni
dc.contributor.authorLeskinen, Esko
dc.contributor.authorPietarinen, Janne
dc.date.accessioned2022-07-15T07:18:23Z
dc.date.available2022-07-15T07:18:23Z
dc.date.issued2022
dc.identifier.citationSoini, T., Pyhältö, K., Haverinen, K., Sullanmaa, J., Leskinen, E., & Pietarinen, J. (2022). Building coherence and impact : differences in Finnish school level curriculum making. <i>Curriculum Perspectives</i>, <i>42</i>(2), 121-133. <a href="https://doi.org/10.1007/s41297-022-00165-9" target="_blank">https://doi.org/10.1007/s41297-022-00165-9</a>
dc.identifier.otherCONVID_148891239
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/82310
dc.description.abstractThe study aims to gain a better understanding on how curriculum making regulated by reform’s implementation strategy contributes to teachers’ and teacher communities perceived curriculum coherence, and further to the impact that reform has on school development. The two-level path modelling was utilised for analysing clustered data including the 75 schools and 1556 individual teachers from these schools during the most recent Finnish core curriculum reform. The results showed that the participatory strategy, including balancing the steering and transformative dialogue, seemed to be crucial both for promoting the individual teacher’s and professional communities’ shared capacity to process the big ideas of the new core curriculum document at the school level. Moreover, it promoted perceived curriculum coherence and further impact on school development. Participatory curriculum making strategy, balancing the steering and transformative dialogue in the curriculum making, seemed to be crucial both for supporting the individual teacher’s and professional communities’ in processing the ideas of the new core curriculum. Change management and knowledge sharing promoted perceived curriculum coherence and further reform’s perceived impact on school development for both individual teacher and teacher communities.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofseriesCurriculum Perspectives
dc.rightsCC BY 4.0
dc.subject.othercurriculum making
dc.subject.otherchange management
dc.subject.otherknowledge sharing
dc.subject.othercurriculum coherence
dc.titleBuilding coherence and impact : differences in Finnish school level curriculum making
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202207153874
dc.contributor.laitosMatematiikan ja tilastotieteen laitosfi
dc.contributor.laitosDepartment of Mathematics and Statisticsen
dc.contributor.oppiaineTilastotiedefi
dc.contributor.oppiaineStatisticsen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange121-133
dc.relation.issn0159-7868
dc.relation.numberinseries2
dc.relation.volume42
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoopetussuunnitelmat
dc.subject.ysoosallistava suunnittelu
dc.subject.ysoosaamisen siirto
dc.subject.ysoosaamisen kehittäminen
dc.subject.ysokoulunuudistus
dc.subject.ysokoulut
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p5140
jyx.subject.urihttp://www.yso.fi/onto/yso/p20692
jyx.subject.urihttp://www.yso.fi/onto/yso/p10345
jyx.subject.urihttp://www.yso.fi/onto/yso/p38391
jyx.subject.urihttp://www.yso.fi/onto/yso/p11222
jyx.subject.urihttp://www.yso.fi/onto/yso/p386
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s41297-022-00165-9
jyx.fundinginformationThis research was supported by the Ministry of Education and Culture [grant number 6600567]; and the Academy of Finland [grant numbers 295022, 326647].
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0