Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany

Hübner, Nicolas; Savage, Corey; Gräsel, Cornelia; Wacker, Albrecht

doi:10.1080/00220272.2020.1870714

Cited by 8 publications

(21 citation statements)

References 54 publications

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“…The discussion about the concept of school culture has been an integral part of the educational discourse in German-speaking countries and internationally for over 30 years [1,13], in science and as a part of school practice [14]. Discussing school culture is challenging because there is no consensus on the definition of the concept [3,11,15].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The perception of school culture by teachers is examined, as it is seen as an important dimension of school development in the context of curriculum reform [10][11][12]. Moreover, the study explores the extent to which the current implementation of the MIL curriculum is being received by teachers and how this relates to the existing culture of their school.…”

Section: Introductionmentioning

confidence: 99%

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Linking School Culture to Successful Curriculum Reform

Grgić,

Jutzi

2024

Education Sciences

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This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers’ perceived success of the current process of implementing the “Media and Information Literacy” curriculum. We found that the school culture type Clan is the most dominant across the schools and found a negative connection between the school culture type Hierarchy and teachers’ perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: Collegial Associates and Competitive Organisations. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers’ points of view.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Linking School Culture to Successful Curriculum Reform

Grgić,

Jutzi

2024

Education Sciences

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“…First, it is necessary to understand whether and in what way a tool for formative assessment of teachers' reflection could add value to existing coaching practices, because this will influence its implementation success (Hübner et al, 2021). It goes without saying that if a tool does not have the potential to add value, then there is no reason to explore the concept further.…”

Section: Added Valuementioning

confidence: 99%

“…This is important because the extent to which a tool for formative assessment of teacher reflection is perceived to be compatible with the needs and context where it is implemented will influence the success of its implementation (Davis et al, 2016). Similarly, users might be especially quick to resist a tool when they feel that its design does not meet their needs or is not congruent with their situation or beliefs (McKenney & Reeves, 2019;Hübner et al, 2021). Compatibility focuses attention on where a design is implemented and for whom, and what considerations are important for both.…”

Section: Compatibilitymentioning

confidence: 99%

ReflAct: Formative assessment for teacher reflection in video-coaching settings

Linden

Papadopoulos

Nieveen

et al. 2023

Computers & Education

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“…Previous research underscored that the effective implementation of large curricular changes mostly depends on teachers (Desimone, 2009;Hübner et al, 2021;Porter et al, 2015). More specifically, effective implementation of educational reforms is inherently related to the extent to which teachers are supported and prepared for the new requirements of such revised programs (Fishman et al, 2003).…”

mentioning

confidence: 99%

One Program Fits All? Patterns and Outcomes of Professional Development During a Large-Scale Reform in a High-Stakes Science Curriculum

Hübner¹,

Fischer

Fishman

et al. 2021

AERA Open

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When translating large-scale policy changes into educational practice, classroom-level implementation is crucial and dependent on teachers’ capabilities. Most research underscores the importance of professional development (PD) as a proximal factor to achieve educational change. Connected to the recent Advanced Placement (AP) science examination reform, this large-scale quantitative study (NTeachers = 9,096; NStudents = 197,589) investigates teacher participation in different PD formats (i.e., face-to-face, online, materials) and their associations with teacher- and student-level outcomes. We found that teacher characteristics (e.g., gender and administrative support) were associated with the choice of the PD format. We also found AP subscore differences between students of teachers who participated in different PD formats. Furthermore, teachers who participated in formal PD activities tended to report higher challenges with the AP reform. Thus, this study encourages PD providers to implement changes alongside a variety of PD programs to account for the potential differential benefits for teachers.

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Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany

Cited by 8 publications

References 54 publications

Linking School Culture to Successful Curriculum Reform

Linking School Culture to Successful Curriculum Reform

ReflAct: Formative assessment for teacher reflection in video-coaching settings

One Program Fits All? Patterns and Outcomes of Professional Development During a Large-Scale Reform in a High-Stakes Science Curriculum

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