Abstract

Implementing educational innovations is far more complex than the straightforward execution of policy prescriptions. The diversity in implementation variants reflects an inherent tension between stabilizing and change-driven processes in school organizations. This article tries to capture this complexity by focusing on how individual and collective processes of sense-making, as well as the actual structural factors (e.g., subcultures, roles and positions) and processes (e.g., legitimation) in the school, mediate implementation practices. Drawing on data from semi-structured interviews, this article reports on an exploratory study into the perceptions and implementation of the new statistics curriculum by secondary school teachers in Flanders (Belgium).

Citation

März, V. & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and Teacher Education: An International Journal of Research and Studies, 29(1), 13-24. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/201870/.

Keywords

• Educational Change
• Interviews
• Micropolitics
• Secondary School Mathematics
• sense-making
• Statistics