Schools implementing Zero: The process of implementing an anti-bullying program in six Norwegian compulsory schools

Midthassel, Unni Vere; Ertesvåg, Sigrun K.

doi:10.1007/s10833-007-9053-7

Cited by 28 publications

(23 citation statements)

References 23 publications

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“…Therefore, the conditions for continuation differed. This is in line with previous research suggesting that schools differ in how effective they are at school J Educ Change (2010) 11:323-344 337 improvement efforts (Hopkins et al 1997;Midthassel and Ertesvåg 2008;Stoll et al 2001). Given the results, the implementation during the first year and the continuation after the program period at the four schools can be characterized in three different ways: (1) hardly got off the starting block, (2) got started but faded, and (3) heading towards sustained improvement.…”

Section: Discussion and Final Thoughtsupporting

confidence: 90%

“…Although they were able to implement some actions to prevent and reduce problem behavior, they were not able to increase the collective power to improve the school as an organization. Midthassel and Ertesvåg (2008) found that schools with weak traditions of school development programs struggled more in implementing the program than more experienced schools. Also, weak leadership from the management was a factor in the poor results.…”

Section: Discussion and Final Thoughtmentioning

confidence: 99%

“…Furthermore, the way teachers perceived the willingness and ability of the head to give them practical support and to be involved in monitoring the project, affected the teachers' own involvement (Midthassel and Bru 2001). Planning and leadership involvement from the principal also affected the quality of the implementation process (Midthassel and Ertesvåg 2008).…”

Section: Leadershipmentioning

confidence: 99%

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The challenge of continuation: Schools’ continuation of the Respect program

et al. 2009

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The Respect program is a whole school approach to prevent and reduce problem behavior. The purpose of this study was to investigate which conditions in schools helped them to continue the program successfully after the end of the 1-year implementation period. The study also looked at the actual continuation after the program end. Especially, we looked at which strategies and structures promoted change beyond the implementation phase. The project groups at four Norwegian schools implementing the program were interviewed at the end of the implementation period and again 2 years later. The main findings suggest that involvement in the Respect program enables schools to implement change. However, it is challenging for the schools to continue the work afterwards. The one school that successfully continued the work after the program was characterized by strong and supportive leadership, leadership at many levels, they made plans and saw them through, renewed activities and new members of staff were introduced to and included in the work according to the program principles. These elements were more or less lacking at the other three schools, at least after the active program period. A main finding is that a 1-year program period is not long enough for most schools to implement and continue an extensive whole school program like Respect.

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Section: Discussion and Final Thoughtsupporting

confidence: 90%

Section: Discussion and Final Thoughtmentioning

confidence: 99%

Section: Leadershipmentioning

confidence: 99%

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The challenge of continuation: Schools’ continuation of the Respect program

et al. 2009

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“…Moreover, studies have shown that the degree of principals' involvement in and attention to processes of change is decisive for the teachers' degree of commitment and motivation in these processes (e.g., Huberman & Miles, 1984). Whether principals are involved in the planning and leadership of change initiatives is also important for the quality of implementation (Midthassel & Ertesvåg, 2008). Finally, McLaughlin andTalbert (2001, 2006) found that teachers are in a strategic position to promote collaboration between teachers and that a large proportion of the differences between strong and weak professional communities in sixteen American high-schools could be explained by the role of leadership.…”

Section: School Leadershipmentioning

confidence: 99%

What Makes Reform Work?–School-Based Conditions as Predictors of Teachers’ Changing Practice after a National Curriculum Reform

Ramberg¹

2014

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Educational change initiatives, whether they involve the implementation of new policies or curriculum reforms, often fail to reach the level of teachers' classroom practices. In the search for explanations, numerous studies have either characterized teachers as resistant to change or focused on how schools' workplace conditions have failed to influence teacher change. This study draws attention to these issues by investigating teachers' perceptions of the degree to which a national curriculum reform has brought about changes in their teaching. The study also proposes a model of how teachers' perceptions of school-based conditions (i.e., school leadership, teacher collaboration, and development of school-based curricula) are related to teachers' general orientations towards change and teachers' perceptions of change as a result of the reform. The participants were 738 Norwegian teachers in public primary and lower secondary schools, and the data were analyzed using descriptive data, correlation analysis and structural equation modeling (SEM).The results indicate that the overall influence of the reform on teachers' teaching was moderate. The results also revealed positive relationships between teachers' perceptions of school-based conditions, teachers' general orientations towards change and the degree of perceived reform changes in teachers' teaching. However, a surprising finding is that school leadership and teacher collaboration were only indirectly related to teachers' perceptions of reform changes, mediated through teachers' general orientations towards change. The article highlights important relationships between educational reform, school-based conditions and teachers. It also contributes knowledge that is relevant to consider for successful reform of schools and education.

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“…There may be a vast gap between written policies and their daily integration into the school's agenda (Glover et al 1998;Midthassel and Ertesvag 2008;Woods and Wolke 2003). It has been suggested that anti-bullying policies are not adequately monitored within schools (Glover et al 1998;Midthassel and Ertesvag 2008;Woods and Wolke 2003).…”

Section: Discussionmentioning

confidence: 99%