State-based curriculum-making: approaches to local curriculum work in Norway and Finland

Mølstad, Christina Elde

doi:10.1080/00220272.2015.1039067

Cited by 74 publications

(69 citation statements)

References 34 publications

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“…The concept of the theory of change is presented here as a tool to analyse the understanding of triggers and aims in curriculum reforms. Moreover, we argue in particular that the state-level administrators' theory of change plays a crucial role in affecting 'the inputs' in terms of the national curriculum (see Molstad 2015). More precisely, the decisions about the contents of the curriculum are steered based on their understanding.…”

Section: Resultsmentioning

confidence: 99%

“…Input-based process control allows greater pedagogical freedom and is based on the teachers' professionalism; in contrast, product control emphasizes the teachers' efficiency to deliver the curriculum and produce outcomes (Hopmann 2003, Molstad 2015.…”

Section: Theory Of Change In Curriculum Reformsmentioning

confidence: 99%

“…The implementation strategies of the reforms have varied throughout the history of comprehensive school: strategies started out with a rather centralized model (from the 1970s to the 1980s), evolved towards a model that emphasized locality (in the 1990s) and reverted to a more centralized model (in the 2000s) (Nevalainen et al 2001, Sivesind 2010, Vitikka 2009). Currently, the system is relatively decentralized and relies heavily on school autonomy and empowering schools and teachers in reform work (Sahlberg 2011a) and it could be viewed as representing the tradition of process control (Molstad 2015). In the reality of the classroom, teachers as trusted, highly educated agents of change, and they have autonomy to form their final interpretations of the document and make creative pedagogical choices within the curricular framework (Gerrard & Farrell 2013, Sahlberg 2011a, Toom & Husu 2012.…”

Section: Curriculum Reform In the Finnish Contextmentioning

confidence: 99%

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The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

Salonen-Hakomäki

Soini

Pietarinen

et al. 2016

Journal of Curriculum Studies

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Section: Resultsmentioning

confidence: 99%

Section: Theory Of Change In Curriculum Reformsmentioning

confidence: 99%

Section: Curriculum Reform In the Finnish Contextmentioning

confidence: 99%

See 1 more Smart Citation

The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

Salonen-Hakomäki

Soini

Pietarinen

et al. 2016

Journal of Curriculum Studies

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“…In this, discussions about teachers' roles as deliverers or developers (PRIESTLEY et al 2012;MOLSTAD, 2015) are evident. One of the questions raised in connection with this is whether the reasoning about teachers' knowledge leads to specific "data behaviourism" (ROUVROY, 2012) among teachers and policymakers, and as such further promotes a specific PISA knowledge.…”

Section: The "Enlightened" Teachermentioning

confidence: 98%

Professores Do Pisa: A Esperança E a Realização Da Educação

Pettersson

Mølstad²

2016

Educ. Soc.

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Programme for International Student Assessment (PISA) activities and their effects are diverse, and it can be said that PISA both creates and forms a specific reasoning (HACKING, 1992) about how to argue, talk, and think about education. In this study of PISA activities, ideas about teachers, the activities they perform, and how these are conceptualized within a textual PISA narrative are analyzed. The results show that teachers are highlighted as being important in and crucial for educational transformation and development. Teachers are also interpreted as being essential for closing a measured "achievement gap" among students in terms of how they perform in PISA tests. Moreover, "good" teachers and "effective" teaching are described as teachers and strategies that facilitate the closure of measured "achievement gaps". Consequently, the main PISA reports emphasize teachers as developers of education and educational strategies, rather than deliverers of state determined policy. As such, teachers are regarded as indicators of the effectiveness of the education system, and as important factors for raising the performance standards, thereby regarding them as the hope and the process of education.Keywords: PISA. Teachers. Teaching. Professores do PISA:a esperança e a realização da educação RESUMO: As atividades do Programme for International Student Assessment (PISA) e os seus efeitos são diversos, sendo possível dizer que o PISA cria e forma uma fundamentação específica (HACKING, 1992) para discutir, falar e pensar sobre a educação. Neste estudo sobre as atividades do PISA, são analisadas as ideias sobre os professores, as atividades que realizam, e como estas são conceitualizadas no interior de uma narrativa própria ao PISA. Os resultados mostram que os professores são apresentados como sendo importantes e cruciais para a transformação e para o desenvolvimento da educação. Os professores também são representados como sendo essenciais para reduzir as "disparidades no 1 University of Gävle -Suécia. E-mail: daniel.pettersson@hig.se desempenho" dos alunos medidas pelo teste PISA. Ademais, os "bons" professores e o ensino "eficaz" são descritos como os professores e as estratégias que conduzem a tal redução. Consequentemente, os principais relatórios do PISA enfatizam uma imagem dos professores como os atores que desenvolvem a educação e o ensino, e não como executantes de políticas determinadas pelo Estado. Deste modo, os professores são considerados como indicadores da eficácia dos sistemas de educação e importantes para elevar os padrões de desempenho, sendo assim considerados como a esperança e a realização da educação.Palavras-chave: PISA. Professores. Ensino.

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“…There are some indications that involving municipalities, schools and teachers in local curricula work has bridged this gap in Finland [57].…”

Section: Implications Limitations and Future Researchmentioning

confidence: 99%

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

et al. 2017

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Abstract:The prevailing consensus is that science teaching should be more student-centered and guide learners towards more phenomenon-based and authentic problem-solving activities. This approach is reflected in educational policies and recently reformed curricula. However, there is limited research on how these frameworks actually manifest in curricula and how to facilitate student-centered pedagogy. In this study, we examine the student-centered features of the curricula of two countries: Finland and Hong Kong. Student-centeredness in the classroom can be assessed using the principles of dialogicity. Dialogic principles underpin student-centeredness, particularly in teacher-orchestrated whole-class discussions. Dialogic interactions include mutual consideration of different and even diverging views. This study first reviews the dialogic themes in the curricula, then explores the ways in which student-centered approaches can be realized in practice by analyzing the dialogic interactions in two classroom examples. The dialogic themes identified in the curricula are considered in the context of the classroom examples. As science classroom interactions are still prevailingly teacher-centered and authoritative, the insights into alternative approaches generated by the examples are discussed. This study prepares the context for further discussion of curricular development, dialogicity and its implications for teaching and teacher education.

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State-based curriculum-making: approaches to local curriculum work in Norway and Finland

Cited by 74 publications

References 34 publications

The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

Professores Do Pisa: A Esperança E a Realização Da Educação

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

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