Xây dựng sự nhất quán và tác động: sự khác biệt trong việc làm chương trình học cấp trường tại Phần Lan

Alkahtani, A. (2017). Curriculum change management and workload. Improving schools, 20(3). https://doi.org/10.1177/1365480217706789 Al-Daami, K. K., & Wallace, G. (2007). Curriculum reform in a global context: A study of teachers in Jordan. Journal of Curriculum Studies, 39(3), 339–360. Allen, C. D., & Penuel, W. R. (2015). Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education, 66(2), 136–149. https://doi.org/10.1177/0022487114560646 Alvunger, D. (2015). Towards new forms of educational leadership? The local implementation of förstelärare in Swedish schools. Nordic Journal of Studies in Educational Policy, 1(3). https://doi.org/10.3402/nstep.v1.30103 Beane, J. A. (1995). Introduction: What is a coherent curriculum? In J.A. Beane (Ed.), Toward a coherent curriculum (pp. 1–14). Alexandria, VA: ASCD. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Biesta, G. & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. Bollen, K. A. (1989). Structural equations with latent variables. Wiley. Boone, S. (2014). Using organizational learning to increase operational and conceptual mental models within professional learning communities. Journal of Psychological Issues in Organizational Culture, 5(3), 85–99. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. Cheung, A. C. K., & Wong, P. M. (2011). Effects of school heads’ and teachers’ agreement with the curriculum reform on curriculum development progress and student learning in Hong Kong. International Journal of Educational Management, 25, 453–473. https://doi.org/10.1108/09513541111146369 Cobb, P. A., McClain, K., Laumberg, T. S., & Dean, C. (2003). Situating teachers’ instructional practices in the institutional setting of the school and district. Educational Researcher, 32(6), 13–24. Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32, 3–12. https://doi.org/10.3102/0013189X032006003 Coburn, C. E. (2004). Beyond decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom. Sociology of Education, 77(3), 211–244. https://doi.org/10.1177/003804070407700302 Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476–509. Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72, 433–480. Drake, S. M., & Miller, J. P. (2001). Teachers’ perceptions of their roles: Life in and beyond the classroom. Curriculum and Teaching, 16(1), 5–23. https://doi.org/10.7459/ct/16.1.02 Evans, A. E. (2007). School leaders and their sensemaking about race and demographic change. Educational Administration Quarterly, 43(2), 159–188. Finnish National Agency for Education (2014). https://www.oph.fi/en/statistics-and-publications/publications/new-national-core-curriculum-basic-education-focus-school. Retrieved 20.6.2022. Fortus, D., Sutherland Adams, L. M., Krajcik, J., & Reiser, B. (2015). Assessing the role of curriculum coherence in student learning about energy. Journal of Research in Science Teaching, 52(10), 1408–1425. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. Gawlik, M. A. (2015). Shared sense-making: How charter school leaders ascribe meaning to accountability. Journal of Educational Administration, 53(3), 393–415. https://doi.org/10.1108/JEA-08-2013-0092 Geraedts, C., Boersma, K. T., & Eijkelhof, H. M. C. (2006). Towards coherent science and technology education. Journal of Curriculum Studies, 38(3), 307–325. Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23, 624–640. https://doi.org/10.1016/j.tate.2007.02.006 Guhn, M. (2009). Insights from successful and unsuccessful implementations of school reform programs. Journal of Educational Change, 10(4), 337–363. https://doi.org/10.1007/s10833-008-9063-0 Hargreaves, A. (2007). Sustainable leadership and development in education: Creating the future, conserving the past. European Journal of Education, 42(2), 223–233. Honig, M. I., & Hatch, T. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33, 16–30. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology, 57, 127–151. https://doi.org/10.1111/j.1464-0597.2008.00358.x Könings, K. D., Van Zundert, M. J., Brand-Gruwel, S., & Van Merrienboer, J. J. G. (2007). Participatory design in secondary education: Its desirability and feasibility according to teachers and students. Educational Studies, 33, 445–465. https://doi.org/10.1080/03055690701423648 Kumpulainen, K., & Lankinen, T. (2016). Striving for educational equity and excellence: Evaluation and assessment in Finnish basic education. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools, second (revised, pp. 71–82). SensePublishers. Kurdi, V., Archambault, I., Brière, F. N., & Turgeon, L. (2018). Need-supportive teaching practices and student-perceived need fulfillment in low socioeconomic status elementary schools: The moderating effect of anxiety and academic achievement. Learning and Individual Differences, 65, 218–229. https://doi.org/10.1016/j.lindif.2018.06.002 Lakkala, S., & Thuneberg, H. (2018). Teachers’ perceptions of educational reform aimed at inclusion. Education in the North, 25(1–2), 295–319. Leana, C., & Pil, F. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17, 1–14. Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227. Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94–119. Lindfors, P., Minkkinen, M., Rimpelä, A., & Hotulainen, R. (2018). Family and school social capital, school burnout and academic achievement: A multilevel longitudinal analysis among Finnish pupils. International Journal of Adolescence and Youth, 23(3), 368–381. https://doi.org/10.1080/02673843.2017.1389758 Muthén, L. K. & Muthén, B. O. (1998–2017). Mplus user’s guide (8th ed.). Los Angeles, CA. 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, 29, 13–24. https://doi.org/10.1016/j.tate.2012.08.004 National Board of Education (2017). Opettajat Suomessa [Teachers and Principals in Finland 2016]. https://www.oph.fi/julkaisut/2017/opettajat_ja_rehtorit_suomessa_2016 Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional program coherence: What it is and why should it guide school improvement policy. Educational Evaluation and Policy Analysis, 23, 297–321. https://doi.org/10.3102/01623737023004297 Ng, S. W. (2009). Why did principals and teachers respond differently to curriculum reform? Teacher Development, 13(3), 187–203. Nordholm, D. (2016). State policy directives and middle-tier translation in a Swedish example. Journal of Educational Administration, 54(4), 393–408. Penuel, W. R., Fishman, B. J., Gallagher, L. P., Korbak, C., & Lopez-Prado, B. (2009). Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation. Science Education, 93(4), 656–677. https://doi.org/10.1002/sce.20321 Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. Petko, D., Egger, N., Cantieni, A., & Wespi, B. (2015). Digital media adoption in schools: Bottom-up, top-down, complementary or optional? (2015). Computers & Education, 84, 49–61. Pietarinen, J., Pyhältö, K., & Soini, T. (2017). Shared sense-making in curriculum reform - orchestrating the local curriculum work. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2017.1402367 Pinheiro, J., Bates, D., DebRoy, S., Sarkar, D., & R Core Team (2018). nlme: Linear and nonlinear mixed effects models (R package version 3.1–137). https://CRAN.R-project.org/package=nlme Porter, R. E., Fusarelli, L. D., & Fusarelli, B. C. (2015). Implementing the common core: How educators interpret curriculum reform. Educational Policy, 29(1), 111–139. Priestley, M. (2011). Schools, teachers, and curriculum change: A balancing act?. Journal of Educational Change, 12(1), 1–23. Priestley, M., Minty, S., & Eager, M. (2014). School-based curriculum development in Scotland: Curriculum policy and enactment. Pedagogy, Culture & Society, 22(2), 189–211. https://doi.org/10.1080/14681366.2013.812137 Pyhältö, Kirsi, Pietarinen, Janne, & Soini, Tiina. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms? Journal of Educational Change, 13(1), 95–116. https://doi.org/10.1007/s10833-011-9171-0 Pyhältö, Kirsi, Pietarinen, Janne, & Soini, Tiina. (2018). Dynamic and shared sense‐making in large‐scale curriculum reform in school districts. The Curriculum Journal, 29(2), 181–200. https://doi.org/10.1080/09585176.2018.1447306 Ramberg, M. R. (2014). What makes reform work? School-based conditions as predictors of teachers’ changing practice after a national curriculum reform. International Education Studies, 7(6), 46–65. Reezigt, G. J., & Creemers, B. P. M. (2005). A comprehensive framework for effective school improvement. School Effectiveness and School Improvement, 16(4), 407–424. Russell, J. L., & Bray, L. E. (2013). Crafting coherence from complex policy messages: Educators’ perceptions of special education and standards-based accountability policies. Education Policy Analysis Archives, 21(12). Retrieved on 20.6.2022 from http://epaa.asu.edu/ojs/article/view/1044. Saarinen, J., S. Venäläinen, P. Johnson, H. Cantell, G. Jakobsson, P. Koivisto, M. Routti, J. Väänänen, M. Huhtanen & M. Viitala (2021). OPS kehittämistyön kompassina – Esi- ja perusopetuksen opetussuunnitelmien perusteiden 2014 toimeenpanon arviointi. [Curriculum as a compass – Evaluating the implementation of core curriculum 2014 in pre-primary and basic education] Helsinki: Kansallinen koulutuksen arviointikeskus. Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11, 45–61. Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? (2nd ed.). Teachers College Press. Salonen-Hakomäki, Sanna-Mari., Soini, Tiina, Pietarinen, Janne, & Pyhältö, Kirsi. (2015). The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change. Journal of Curriculum Studies, 48(5), 671–691. https://doi.org/10.1080/00220272.2016.1143530 Schechter, C. (2008). Organizational learning mechanisms: The meaning, measure, and implications for school improvement. Educational Administration Quarterly, 44(2), 155–186. Schmidt, W. H., Wang, H. C., & McKnight, C. C. (2005). Curriculum coherence: An examination of US mathematics and science content standards from an international perspective. Journal of Curriculum Studies, 37(5), 525–559. Sellström, E., & Bremberg, S. (2006). Is there a “school effect” on pupil outcomes? A review of multilevel studies. Journal Epidemiology and Community Health, 60(2), 149–155. https://doi.org/10.1136/jech.2005.036707 Silins, H. C., Mulford, W. R., & Zarins, S. (2002). Organizational learning and school change. Educational Administration Quarterly, 38(5), 613–642. https://doi.org/10.1177/0013161X02239641 Slavin, R. E. (1998). Sand, bricks, and seeds: School change strategies and readiness for reform. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 1299–1313). Kluwer Academic Publishers. Snijders, T. A. B., & Bosker, R. J. (2012). multilevel analysis: An Introduction to Basic and Advanced Multilevel Modeling (2nd ed.). Sage Publishers. Soini, T., Pietarinen, J., & Pyhältö, K. (2021). Learning in school development - shared sense-making and agency in Finnish school reforms. Oxford Research Encyclopedia of Education: Oxford Encyclopedia of School Reform. Soini, T., Pyhältö, K. & Pietarinen, J. (2021). Shared sense-making as a key for large scale curriculum reform in Finland. In M. Priestley, Alvunger, D., Philippou, S. & Soini, T. (Eds.), Curriculum making in Europe. Policy and practice within and across diverse contexts. Emerald. Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Harvard University Press. Spillane, J.P. & Anderson, L. (2014). The architecture of anticipation and novices’ emerging understandings of the principal position: Occupational sense making at the intersection of individual, organization, and institution. Teachers College Record, 116. https://doi.org/10.1177/016146811411600705 Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431. Squires, D. A. (2009). Curriculum alignment: Research-based strategies for increasing student achievement. Thousand Oaks: Corwin Press. Statistics Finland. (2013). https://www.stat.fi/til/vrm_en.html Stoll, L., Bolam, R., Mcmahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258. https://doi.org/10.1007/s10833-006-0001-8. Sullanmaa, J., Pyhältö, K., Soini, T., & Pietarinen, J. (2019). Trajectories of teachers’ perceived curriculum coherence in the context of Finnish core curriculum reform. Curriculum and Teaching, 34(2), 27–49. https://doi.org/10.7459/ct/34.2.03 Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions and teacher factors. School Effectiveness and School Improvement, 23(4), 441–460. Vitikka, E., Krokfors, L., & Hurmerinta, E. (2012). The Finnish national core curriculum. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 83–96). SensePublishers. Weick, K. E., Sutcliffe, M. K., & Obstfeld, D. (2005). Organizing and the process of sensemaking. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133