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Cited by 23 publications
(20 citation statements)
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“…For instance, in systems that have tried to improve student outcomes through increased emphasis on teacher autonomy and professionalism, the dominant focus on student outcomes in the form of examinations has obstructed teacher autonomy (Mellegård and Pettersen, 2016 [36]; Leat, 2014 [37]). This can even lead to worse learning outcomes, where teachers are not able or willing to follow the curricular aims (Baker et al, 2010 [38]). It is, therefore, important to balance both more specific and general, short-term and long-term objectives, and define the strategic links between the two.…”
Section: The Ambiguity Of Monitoring Progressmentioning
confidence: 99%
“…For instance, in systems that have tried to improve student outcomes through increased emphasis on teacher autonomy and professionalism, the dominant focus on student outcomes in the form of examinations has obstructed teacher autonomy (Mellegård and Pettersen, 2016 [36]; Leat, 2014 [37]). This can even lead to worse learning outcomes, where teachers are not able or willing to follow the curricular aims (Baker et al, 2010 [38]). It is, therefore, important to balance both more specific and general, short-term and long-term objectives, and define the strategic links between the two.…”
Section: The Ambiguity Of Monitoring Progressmentioning
confidence: 99%
“…Venezky () identifies five stages of this operational process: a needed curriculum, consisting mainly of vague suggestions by politicians and sometimes curriculum specialists; a desired curriculum, formulated by different state and school authorities and, to a certain degree, curriculum specialists; a prescribed curriculum, which defines the content, the sequence of topics and the pedagogical approach for each school subject; and finally, the delivered and the received curricula, which constitute the two sides of what actually happens in the classroom. It is the mediating role of each institutional body and the participants involved that come into play in the “implementation network” or “enactment” of the curriculum, particularly, in times of curricular change and educational reforms (Banner, Donnelly & Ryder, ). At each stage different stakeholders advocate what they deem as desired or needed, which can in turn be translated as the prescribed curriculum and re‐interpreted by school authorities and teachers.…”
Section: Curricular Reforms and The Implementation Networkmentioning
confidence: 99%
“…Major questions such as what should be taught, how much time should be allocated to specific subjects, and how should knowledge be transferred are part of ongoing curricular debates that become more intense as each learning cycle becomes more specialized, particularly, at the upper secondary level, where subjects correspond to clearly identifiable disciplinary domains (Elgström & Hellstenius, ; Resh & Benavot, ; Banner, Donnelly, & Ryder, ). In these debates, educational authorities tend to “become arbiters of competing ideological visions, and set forth with varying degrees of consultation a series of official curricular policies” that local schools belonging to national systems or subsystems need to implement (Resh & Benavot, , p. 68).…”
Section: Curricular Reforms and The Implementation Networkmentioning
confidence: 99%
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