Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway

Hopfenbeck, Therese N.; Petour, María Teresa Flórez; Tolo, Astrid

doi:10.1080/0969594x.2014.996524

Cited by 73 publications

(55 citation statements)

References 25 publications

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“…He shared his view on the development of the national tests in Norway and was impressed by the way the Norwegian government had developed the national assessment system and national tests following the publishing of PISA results. He further suggested that the Minister of Education in Norway had limited control of what happened in the classroom, and, combined with the high teacher autonomy in Norway, that it would be challenging to make changes (Hopfenbeck et al, ). On the other hand, Clemet, stated that PISA was just one among many education studies she used for policy.…”

Section: The Case Of Norwaymentioning

confidence: 99%

“…Previous research in Norway has demonstrated that PISA has had an influence on the national political discourse at several levels. The first author of this article interviewed three former Ministers of Education, Kristin Clemet, from the Conservative Party, Øystein Djupedal, from the Socialist Left Party, and the Minister of Education at the time of the research, Kristin Halvorsen, also from the Socialist Left Party, on the implementation of assessment policies in Norway (Hopfenbeck et al, 2015). Independently of their political party affiliation, they all referenced PISA as one source for policy change.…”

Section: Policy Responses In Norwaymentioning

confidence: 99%

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The politics of PISA: The media, policy and public responses in Norway and England

Hopfenbeck

Görgen

2017

Euro J of Education

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Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms.

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Section: The Case Of Norwaymentioning

confidence: 99%

Section: Policy Responses In Norwaymentioning

confidence: 99%

The politics of PISA: The media, policy and public responses in Norway and England

Hopfenbeck

Görgen

2017

Euro J of Education

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“…In other words, implementing education reforms involves contradictory pressures arising between the central government and the school self-government (Werts & Brewer, 2015). These tensions may lead to a superficial implementation, which replaces what should be a deep change in pedagogy (Hopfenbeck, Flórez-Petour, & Tolo, 2015).…”

Section: Theoretical Framework Principals' Role In Reform Implementationmentioning

confidence: 99%

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Schechter

2017

EPAA

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Principals' implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals' sense-making processing of their leadership within a national reform through their use of metaphors. Data analysis yielded four themes: (a) reframing the principal's role and pedagogical autonomy; (b) refra ming the principal's work; (c) reframing the school culture; and (d) reframing the principal's relationships with teachers. This study expands the currently limited knowledge about principals' experience with and responses to reforms, and suggests implications and further research on metaphors principals use within reform implementation. Keywords: Education reforms; metaphors; sense-making; principals Haciendo conciencia mientras atravesamos la niebla: Las metáforas de los directores dentro de una implementación de la reforma nacional Resumen: La implementación de las reformas nacionales en el ámbito educativo por parte de los directores se asemeja a un paseo salvaje en una montaña rusa al enfrentarse con exigencias contradictorias, que van desde la confusión hasta la ambigüedad. Como agentes de cambio críticos, los directores interpretan y traducen las exigencias de la reforma en prácticas locales a través de un proceso de "generar conciencia". Esta investigación en términos cualitativos exploró 60 procesos de "generación de conciencia" de los Directores de escuelas secundarias, referente a su liderazgo dentro de una reforma nacional a través del uso de metáforas. El análisis de los datos obtenidosarrojo cuatro temas: (a) replantear el papel del director y la autonomía pedagógica; (b) replantear el trabajo del director; (c) replantear la cultura escolar; y (d) replantear las relaciones del director con los maestros. Este estudio amplía el conocimiento actualmente limitado sobre la experiencia de los directores y las respuestas a las reformas, y sugiere implicaciones e incrementar la investigación sobre las metáforas que los Directores usan en la implementación de la reforma. Palabras-clave: Reformas educativas; metáforas; generando conciencia; directores Fazendo consciência à medida que passamos pelo nevoeiro: As metáforas dos diretores dentro de uma implementação da reforma nacional Resumo: A implementação de reformas nacionais no campo educacional pelos diretores é semelhante a um passeio selvagem em uma montanha-russa diante de demandas contraditórias, que vão desde a confusão até a ambiguidade. Como agentes de mudança crítica, os diretores interpretam e traduzem as demandas de reforma nas práticas locais através de um processo de "gerar consciência." .Esta pesquisa, em termos qualitativos, explorou 60 processos de "geração de conscientização" dos diretores das escolas secundárias, referentes à sua liderança den...

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“…At present, attempted improvements are often introduced through large-scale pilots of assessment and/or curriculum initiatives (e.g. the Assessment for Learning initiative; Hopfenbeck et al, 2015). The Minister of Education proceeded to introduce a series of educational reforms that were legitimised by reference to international testing, mainly to PISA and there has been political rhetoric about the need for continued improvement and educational reform.…”

Section: Norwaymentioning

confidence: 99%

On the supranational spell of PISA in policy

Baird

Johnson²,

Hopfenbeck

et al. 2016

Educational Research

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Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway

Cited by 73 publications

References 25 publications

The politics of PISA: The media, policy and public responses in Norway and England

The politics of PISA: The media, policy and public responses in Norway and England

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

On the supranational spell of PISA in policy

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